“One More River to Cross”-Recognizing the Real Injury in Brown: A Prerequisite to Shaping New Remedies” by Charles Lawrence
Context/Premise:
Segregation, racism, blacks vs. whites, justice, Supreme Court, misunderstandings, recognition or lack there of, Brown, laws, privilege, power, unchangeable, ideas, school, nature of the institution, society, inferiority, equal participation, stigmas, race, protection, amendments, education, children, roots, establishment, injury, exclusion, state action, self-confidence, self-perpetuating institution, deeply embedded ideas, change, control, preparation and desegregation.
Argument:
Charles Lawrence argues that “the Brown decision fostered a way of thinking about segregataion that has allowed both the judiciary and society at large to deny the reality of race in America, that the recognition of that reality is critical to the framing of any meaningful remedy-judicial or political-and that Brown may ultimately be labeled a success only insofar as we are able to make it stand for what it should have stood for in 1954.”
Evidence:
“the Supreme Court’s reasoning in striking down an interdistrict desegregation order in Detroit was flawed in that it misunderstood the true nature of the institution of segregation;” and the “failure to recognize and articulate the true nature of racial segregation was more the product of an intentional, knowledgeable decision than the result of any inability to comprehend.”
This sentence reminded me of some of the previous documents we have discussed in class that without recognizing and speaking the words things will just continue on in the same manner as they have been. It’s similar to “putting a band aid on a broken leg” statement because the court did not recognize the true nature of segregation; not because they were not able to comprehend it, but instead, because they chose to not acknowledge it. Segregation in itself is an institution which is formed to label blacks inferior, as the next statement suggests.
“Segregation’s only purpose is to label or define blacks as inferior and thus exclude them from full and equal participation in society.”
Basically this article revolves around this statement. The concept and foundation of segregation is to keep blacks in this state of inferiority making it extremely difficult to rise above it and ultimately remain in a lower position. The true nature of the institution of segregation is what Charles Lawrence argues about in this document in relation to Brown and other court decisions.
“Blacks are injured by the existence of the system or institution of segregation rather than by particular segregation acts.”
Because blacks are kept in this state of inferiority they have a much more difficult time rising above the segregation which the institution keeps them in. This statement argues that blacks are more affected by the institution of segregation than they are by segregation acts placed upon them.
“Segregation is organic and self-perpetuating. Once established it will not be eliminated by mere removal of public sanction but must be affirmatively destroyed.”
I liked the way that segregation was described as being “organic and self-perpetuating” because it is another way of describing it as an institution which has deep roots making it difficult to remove. Self perpetuating, to me, is describing something which can reproduce all on its own from its own establishment. It also has the affect of making me think that it is something which is embedded within people’s nature at a young age unless they are able to unlearn it and at that point of unlearning the nature of segregation does not necessarily mean that anything will be done about it. The institution of segregation, as described, can “not just be eliminated by mere removal of public sanction but must be affirmatively destroyed.” What does it mean to affirmatively destroy something? How would someone go about affirmatively destroying an institution such as segregation?
The next three quotes taken from this document are all examples of how the institution of segregation’s purpose is to keep blacks in an inferior class unable to move forward because of the lack of opportunities presented to them through the strict and deeply embedded nature of segregation. Unfortunately, like the previous statements have explained, to “affirmatively destroy the institution and its principles is the only way in which to eliminate segregation.
“Purpose of the institution of segregation has always been to stigmatize and subordinate rather than to simply separate.”
This quote talks of how segregations purpose is not only to separate the races, but more importantly or rather more significantly, segregation is used to stigmatize and keep blacks in an inferior position.
“Institution is used as an instrument of subordination which used a strict and rigid caste system to clearly define and limit the social, political, and economic mobility of blacks.”
“To create and maintain a permanent lower class or sub caste defined as race.”
Saturday, March 29, 2008
Monday, March 24, 2008
“Tracking: Why Schools Need to Take Another Route” by Jeannie Oakes
Context/Premise:
Schools, teachers, practices, controversy, ability grouping, tracking, students, stereotypes, low-ability groups, gifted students, education, expectations, enrichment, learning and progress.
Argument:
Jeannie Oakes argues that many “educators and parents assert that when schools group by ability, teachers are better able to target individual needs and students will learn more”, however, they also argue that “tracking locks most students into classes where they are stereotyped as less able, and where they have fewer opportunities to learn.”
Evidence:
“Tracking leads to substantial differences in the day to day learning experiences students have at school.”
“Critical thinking and problem solving skills seemed to emerge from the high quality of the course content. Few low ability classes, on the other hand, were taught these topics as skills.”
This quote and many of the sentences which surrounded it described the way in which students were stereotyped or favored depending on whether they were in high ability or low ability groupings. Being in the high ability classes it was as though the students were given more opportunities to strive and obtain higher thinking skills and critical reading/writing skills.
“Students who are placed in high-ability groups have access to far richer schooling experiences than other students.”
This quote directly complies with what I was saying in the statement above. It explains how by tracking students in the higher ability groups gives them an advantage over the low ability students and also loses the average student. Focusing on the higher ability students and letting the lower or averages students slip by or just get by is not providing those students with an expectable education.
“Students in the low ability classes were likely to have little contact with the knowledge or skills that would allow them to move into higher classes or to be successful if they got there.”
By favoring one group of students over another does not allow those students who are not being favored to succeed and enter into the “favored group of students” because they were not given the necessary skills that the higher ability groups of students were being taught throughout their schooling years. It is unfortunate that such a divide should be formed. I was even more discouraged to read that the average students were being lost in all this tracking business.
“Students who need more time to learn appear to get less; those who have the most difficulty learning seem to have fewer of the best teachers.”
Strongly agreed with this statement. Those students who need the encouragement were not getting it and therefore, they were not being given that extra “umph” or motivation to succeed in the academic world.
“Because they’re more likely to fail, they risk more by trying.”
Reading this statement was sad because no student should feel as though they are going to fail and therefore, they shouldn’t try. Trying and failing are lessons which everyone has to learn, however, feeling as though you are going to risk more by trying is something which should not go hand and hand. Trying is essential and sometimes you do fail, but to not try would be worse.
Context/Premise:
Schools, teachers, practices, controversy, ability grouping, tracking, students, stereotypes, low-ability groups, gifted students, education, expectations, enrichment, learning and progress.
Argument:
Jeannie Oakes argues that many “educators and parents assert that when schools group by ability, teachers are better able to target individual needs and students will learn more”, however, they also argue that “tracking locks most students into classes where they are stereotyped as less able, and where they have fewer opportunities to learn.”
Evidence:
“Tracking leads to substantial differences in the day to day learning experiences students have at school.”
“Critical thinking and problem solving skills seemed to emerge from the high quality of the course content. Few low ability classes, on the other hand, were taught these topics as skills.”
This quote and many of the sentences which surrounded it described the way in which students were stereotyped or favored depending on whether they were in high ability or low ability groupings. Being in the high ability classes it was as though the students were given more opportunities to strive and obtain higher thinking skills and critical reading/writing skills.
“Students who are placed in high-ability groups have access to far richer schooling experiences than other students.”
This quote directly complies with what I was saying in the statement above. It explains how by tracking students in the higher ability groups gives them an advantage over the low ability students and also loses the average student. Focusing on the higher ability students and letting the lower or averages students slip by or just get by is not providing those students with an expectable education.
“Students in the low ability classes were likely to have little contact with the knowledge or skills that would allow them to move into higher classes or to be successful if they got there.”
By favoring one group of students over another does not allow those students who are not being favored to succeed and enter into the “favored group of students” because they were not given the necessary skills that the higher ability groups of students were being taught throughout their schooling years. It is unfortunate that such a divide should be formed. I was even more discouraged to read that the average students were being lost in all this tracking business.
“Students who need more time to learn appear to get less; those who have the most difficulty learning seem to have fewer of the best teachers.”
Strongly agreed with this statement. Those students who need the encouragement were not getting it and therefore, they were not being given that extra “umph” or motivation to succeed in the academic world.
“Because they’re more likely to fail, they risk more by trying.”
Reading this statement was sad because no student should feel as though they are going to fail and therefore, they shouldn’t try. Trying and failing are lessons which everyone has to learn, however, feeling as though you are going to risk more by trying is something which should not go hand and hand. Trying is essential and sometimes you do fail, but to not try would be worse.
Monday, March 17, 2008
"In The Service of What? The Politics of Service Learning" by Joseph Kahne and Joel Westheimer
Context/Premise:
Learning, service, service learning, schools, community, classroom, educational experiences, ideological, political and social goals, altruism, rich, poor, codes of power, reflection, homelessness, children, students, volunteering, caring, giving, charity vs. change, reaching out, experience rather than abstraction, relationships, progress, reality, democracy, civic duty, less fortunate, critical reflection, “otherness”, privilege, culture, culture of power, impact and transformation.
Argument:
Joseph Kahne and Joel Westheimer argue that “learning and service reinforce each other and should come together in America’s schools”.
Evidence:
- “Service learning can improve the community and invigorate the classroom, providing rich educational experiences for students at all levels of schooling.”
This statement indicates that students who participate in service learning projects are given a “rich educational experience” which they are able to take with them and use.
- “Service learning activities seek to promote students’ self-esteem, to develop higher-order thinking skills, to make use of multiple abilities and to provide authentic learning experiences.”
Within this statement it is believed that service learning enables the participant to go outside the box of their normal thinking and develop their “higher-order thinking skills.” Higher order thinking skills are very important and it is interesting to hear that those skills can be obtained from a service learning project.
- “Using the community as a classroom.”
I really liked this quote as I was reading the document because I genuinely believe in this statement. I feel as though this service learning project that I am a part of has helped me to change my perspectives of poverty students and has helped me to gain a stronger understanding of what the children in the poverty school systems have to offer. Many of these students are very polite and mind their manners just as any white child would. The preconception of “the ghetto” was diminished after I worked with students who would be labeled as being “ghetto.”
- “After they returned, the students’ perspectives on these elementary school children had changed. They were surprised at the children’s responsiveness and their attentiveness; they found the children to be extremely polite and surprisingly friendly.”
- “Curriculum theorist and education reformers wanted students to engage in service learning projects so that they would recognize that their academic abilities and collective commitments could help them respond in meaningful ways to a variety of social concerns.”
Once again, this statement grabbed my attention because of the last part, “help them respond in meaningful ways to a variety of social concerns.” I feel as though my service learning project has given me a “meaningful way to respond to a variety of social concerns.” Through this experience I am able to see that children are just children no matter where they come from and even though one child may be better off than the other it does not mean that I am to sit up on a pedestal with the better child and neglect the worse off one. As a teacher it is my job to educate all students who walk through my classroom door and give each one the necessary tools to strive and succeed in the real world or racism, sexism, and hardship. This class has also allowed me to understand the political issues which surround the classroom and the different ways in which to handle those differences. My service learning class has provided me with examples of what it would be like to work in a poverty stricken school and be faced with issues of power and race that I would not have other wide been provided with.
- “experience based learning opportunities, to motivate students, to help students engage in higher order thinking in contextually varied environments…”
Experience based learning is essential in the field of teaching and I strongly agree with learning through experience.
- “real impact is seen in its ability to promote powerful learning environments.”
Learning, service, service learning, schools, community, classroom, educational experiences, ideological, political and social goals, altruism, rich, poor, codes of power, reflection, homelessness, children, students, volunteering, caring, giving, charity vs. change, reaching out, experience rather than abstraction, relationships, progress, reality, democracy, civic duty, less fortunate, critical reflection, “otherness”, privilege, culture, culture of power, impact and transformation.
Argument:
Joseph Kahne and Joel Westheimer argue that “learning and service reinforce each other and should come together in America’s schools”.
Evidence:
- “Service learning can improve the community and invigorate the classroom, providing rich educational experiences for students at all levels of schooling.”
This statement indicates that students who participate in service learning projects are given a “rich educational experience” which they are able to take with them and use.
- “Service learning activities seek to promote students’ self-esteem, to develop higher-order thinking skills, to make use of multiple abilities and to provide authentic learning experiences.”
Within this statement it is believed that service learning enables the participant to go outside the box of their normal thinking and develop their “higher-order thinking skills.” Higher order thinking skills are very important and it is interesting to hear that those skills can be obtained from a service learning project.
- “Using the community as a classroom.”
I really liked this quote as I was reading the document because I genuinely believe in this statement. I feel as though this service learning project that I am a part of has helped me to change my perspectives of poverty students and has helped me to gain a stronger understanding of what the children in the poverty school systems have to offer. Many of these students are very polite and mind their manners just as any white child would. The preconception of “the ghetto” was diminished after I worked with students who would be labeled as being “ghetto.”
- “After they returned, the students’ perspectives on these elementary school children had changed. They were surprised at the children’s responsiveness and their attentiveness; they found the children to be extremely polite and surprisingly friendly.”
- “Curriculum theorist and education reformers wanted students to engage in service learning projects so that they would recognize that their academic abilities and collective commitments could help them respond in meaningful ways to a variety of social concerns.”
Once again, this statement grabbed my attention because of the last part, “help them respond in meaningful ways to a variety of social concerns.” I feel as though my service learning project has given me a “meaningful way to respond to a variety of social concerns.” Through this experience I am able to see that children are just children no matter where they come from and even though one child may be better off than the other it does not mean that I am to sit up on a pedestal with the better child and neglect the worse off one. As a teacher it is my job to educate all students who walk through my classroom door and give each one the necessary tools to strive and succeed in the real world or racism, sexism, and hardship. This class has also allowed me to understand the political issues which surround the classroom and the different ways in which to handle those differences. My service learning class has provided me with examples of what it would be like to work in a poverty stricken school and be faced with issues of power and race that I would not have other wide been provided with.
- “experience based learning opportunities, to motivate students, to help students engage in higher order thinking in contextually varied environments…”
Experience based learning is essential in the field of teaching and I strongly agree with learning through experience.
- “real impact is seen in its ability to promote powerful learning environments.”
Tuesday, March 4, 2008
I liked the relation used in this clip between Disney and a common TV show.... girls take a look!
http://www.youtube.com/watch?v=vCUhlcXJLrI&feature=related
http://www.youtube.com/watch?v=vCUhlcXJLrI&feature=related
HAHAHAHA at the end of this little clip there is a part of the movie Happy Feet..you should definetly take a look at it!!!
http://www.youtube.com/watch?v=pbCfK9oX0is&feature=related
This is just another video with hidden messages...
http://www.youtube.com/watch?v=InFLnzeQjWw&NR=1
http://www.youtube.com/watch?v=pbCfK9oX0is&feature=related
This is just another video with hidden messages...
http://www.youtube.com/watch?v=InFLnzeQjWw&NR=1
This is the clip which you can decide whether or not Aladdin says "good teenagers take off your cloths." This urban legend is still up for debate, but, it does sound like he says "take off your cloths."
http://www.youtube.com/watch?v=p4piZV5wPrw&NR=1
http://www.youtube.com/watch?v=p4piZV5wPrw&NR=1
Here's a youtube video that highlights the hidden messeges to make it easier to see. :)
http://www.youtube.com/watch?v=cWYmn7yKuEw&NR=1
http://www.youtube.com/watch?v=cWYmn7yKuEw&NR=1
Here's a link to some information about the hidden messages in some Disney movies, i love finding all this stuff out i think its sooo interesting!!! so here you go:
http://www.associatedcontent.com/article/41931/sexual_hidden_messages_in_disney_movies.html
http://www.snopes.com/disney/films/films.asp
http://www.associatedcontent.com/article/41931/sexual_hidden_messages_in_disney_movies.html
http://www.snopes.com/disney/films/films.asp
Monday, March 3, 2008
Unlearning the Myths That Bind Us - Linda Christensen
Context/Premise:
Individuality, sexism, racism, class, one over another, society, culture, minds, act, live, dream, “how to” guide, “secret education”, children’s books, movies, media, blueprints, manipulation, stereotypes, incomplete, cartoons, “walk on words”, myths, perfection, overwhelming, discouraging, asking questions, questioning oneself and what they believed in, dreams, ignorance vs. knowledge, happiness, reality, young children, parents, speaking out, activists, rise above, educate, beauty, body types, white vs. other races, men, women, obesity, Indians, comfort, princesses, princes, materialism, wealth, power, success, poor, inequalities and “happily ever after.”
Argument:
Linda Christensen argues that the “secret education” delivered through movies, cartoons, books and other forms of media “instructs young people how to act, live, and dream” as a means of distorted second hand knowledge so that they will “accept the world as it is portrayed in those social blueprints” without questioning it; and only through the process of recognition and questioning can a person “develop their critical consciousness” and possibly take action towards acknowledging the underlying themes and manipulation in the media.
Evidence:
“The secret education delivered by children’s books and movies, instructs young people to accept the world as it is portrayed in these social blueprints.”
When watching cartoons or Disney movies it does not seem as though I am being taught rules or codes of any sort, however, I am. Through each character I am able to see how they would be treated in society and how I would want to be treated as well. Every girls wants to be the princesses and be rescued by her prince, but, does that seem fair? Why does there need to be any rescuing? Without being given a specific example of how the media manipulates its audience I would have been able to continues watching Disney films and such without ever recognizing the hidden messages. Once I became aware of how the pretty sister is always the princess with the perfect body while the ugly sisters are ugly and never get what they want in the end, I realized that this is most definitely sending a message to young people and older people as well.
One of the girls who was quoted in this document wrote in her journal about how “it can be overwhelming and discouraging to find out my whole self image has been formed mostly by others or underneath my worries about what I look like are years of being exposed to TV images of girls and their set roles given to them by TV and the media. So why dissect the dreams? Why not stay ignorant about them and be happy?”
Some people would chose to remain ignorant and just continue on in their happy little bubble, but, reality is not so simple and always throws a curve ball. Just because I know the messages being put fourth to children through the media does not necessarily mean that I will not watch the movies or shows, but rather, while watching them I will be able to recognize what is going on. I personally would rather be knowledgeable than ignorant about something, because through knowledge I can make my own opinions and choices.
“What would young children learn about women’s roles in society if they watched this film and believed it?”
Just look at all the generations of children now grown up or in the process of growing up and the answer will be right there.
“Women who aren’t white begin to feel left out and ugly because they never get to play the princess.”
Another issue which Christensen brings up has to do with the depiction of princess as strictly white women. Ursula in The Little Mermaid is the smart, ugly, sea witch while Arielle, the pretty mermaid, “only wants to hook her man”, as is the case in most of the other movies as well. “People of color and poor people are either absent or servants to the rich, white pretty people. Men must be virile power or be old and the object of good natured humor. Overweight people were portrayed as buffoons and there was also the absence of mothers which mean there would be the mean ugly stepparents.”
“Princesses compete for their men against their sisters and the rest of the single women in their cities; they win because of their beauty and their fashionable attire. Leaving young women with two myths: happiness means getting a man, and transformation from wretched conditions can be achieved through consumption-in their case, through new cloths and a new hairstyle.”
Many girls that I know say “if only I was a little thinner things would be better or I wish I looked like that.” After reading this statement by Christensen it became clear that many girls learn through the ideas of princesses that being beautiful is essential to win your man, these kinds of messages are not healthy for young girls.
Lastly, Christensen states “they (her students) accept the inequalities in power and exploitative economic relationship. Their acceptance teaches me how deep the roots of these myths are planted and how much some students, in the absence of visions for a different and better world, need to believe in the fairy tale magic that will transform their lives- whether it’s a rich man or winning the lottery.”
Sometimes believing in fairy tales makes the reality of the real world less harmful. As I mentioned before, if someone wants to see how these messages put fourth by the media corrupt young children they need only ask older generations, like mine, and see how they react. After doing that, a person will be able to tell just how deeply embedded the “secret education” truly is.
Context/Premise:
Individuality, sexism, racism, class, one over another, society, culture, minds, act, live, dream, “how to” guide, “secret education”, children’s books, movies, media, blueprints, manipulation, stereotypes, incomplete, cartoons, “walk on words”, myths, perfection, overwhelming, discouraging, asking questions, questioning oneself and what they believed in, dreams, ignorance vs. knowledge, happiness, reality, young children, parents, speaking out, activists, rise above, educate, beauty, body types, white vs. other races, men, women, obesity, Indians, comfort, princesses, princes, materialism, wealth, power, success, poor, inequalities and “happily ever after.”
Argument:
Linda Christensen argues that the “secret education” delivered through movies, cartoons, books and other forms of media “instructs young people how to act, live, and dream” as a means of distorted second hand knowledge so that they will “accept the world as it is portrayed in those social blueprints” without questioning it; and only through the process of recognition and questioning can a person “develop their critical consciousness” and possibly take action towards acknowledging the underlying themes and manipulation in the media.
Evidence:
“The secret education delivered by children’s books and movies, instructs young people to accept the world as it is portrayed in these social blueprints.”
When watching cartoons or Disney movies it does not seem as though I am being taught rules or codes of any sort, however, I am. Through each character I am able to see how they would be treated in society and how I would want to be treated as well. Every girls wants to be the princesses and be rescued by her prince, but, does that seem fair? Why does there need to be any rescuing? Without being given a specific example of how the media manipulates its audience I would have been able to continues watching Disney films and such without ever recognizing the hidden messages. Once I became aware of how the pretty sister is always the princess with the perfect body while the ugly sisters are ugly and never get what they want in the end, I realized that this is most definitely sending a message to young people and older people as well.
One of the girls who was quoted in this document wrote in her journal about how “it can be overwhelming and discouraging to find out my whole self image has been formed mostly by others or underneath my worries about what I look like are years of being exposed to TV images of girls and their set roles given to them by TV and the media. So why dissect the dreams? Why not stay ignorant about them and be happy?”
Some people would chose to remain ignorant and just continue on in their happy little bubble, but, reality is not so simple and always throws a curve ball. Just because I know the messages being put fourth to children through the media does not necessarily mean that I will not watch the movies or shows, but rather, while watching them I will be able to recognize what is going on. I personally would rather be knowledgeable than ignorant about something, because through knowledge I can make my own opinions and choices.
“What would young children learn about women’s roles in society if they watched this film and believed it?”
Just look at all the generations of children now grown up or in the process of growing up and the answer will be right there.
“Women who aren’t white begin to feel left out and ugly because they never get to play the princess.”
Another issue which Christensen brings up has to do with the depiction of princess as strictly white women. Ursula in The Little Mermaid is the smart, ugly, sea witch while Arielle, the pretty mermaid, “only wants to hook her man”, as is the case in most of the other movies as well. “People of color and poor people are either absent or servants to the rich, white pretty people. Men must be virile power or be old and the object of good natured humor. Overweight people were portrayed as buffoons and there was also the absence of mothers which mean there would be the mean ugly stepparents.”
“Princesses compete for their men against their sisters and the rest of the single women in their cities; they win because of their beauty and their fashionable attire. Leaving young women with two myths: happiness means getting a man, and transformation from wretched conditions can be achieved through consumption-in their case, through new cloths and a new hairstyle.”
Many girls that I know say “if only I was a little thinner things would be better or I wish I looked like that.” After reading this statement by Christensen it became clear that many girls learn through the ideas of princesses that being beautiful is essential to win your man, these kinds of messages are not healthy for young girls.
Lastly, Christensen states “they (her students) accept the inequalities in power and exploitative economic relationship. Their acceptance teaches me how deep the roots of these myths are planted and how much some students, in the absence of visions for a different and better world, need to believe in the fairy tale magic that will transform their lives- whether it’s a rich man or winning the lottery.”
Sometimes believing in fairy tales makes the reality of the real world less harmful. As I mentioned before, if someone wants to see how these messages put fourth by the media corrupt young children they need only ask older generations, like mine, and see how they react. After doing that, a person will be able to tell just how deeply embedded the “secret education” truly is.
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