Teach Out Project

https://docs.google.com/presentation/d/1ig1dRN5iD44_bPPYRV53vxJxwcZlILYdfWdzLutuxTc/edit?usp=sharing

Teaching At the Intersections by:  Monita K Bell

     This author discusses the term intersectionality and introduces it through the case study of a student named Nicole.  Bell discusses how the term intersectionality was coined in 1989 by Kimberle' Crenshaw, a legal scholar and law professor.  Crenshaw introduced the term intersectionality in her essay:  "Demarginalizing the Intersection of Race and Sex:  A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics."  Crenshaw used intersectionality as a framework to trace the impact of multiple modes of discrimination that come together and create unique circumstances, obstacles and barriers for people who are subject to them as related to specific legal cases. 

     Intersectionality is defined as:  "the interconnected nature of social organizations such as race, class, and gender as they apply to a given individual or group, regarded as creating overlapping and interdependent systems of discrimination or disadvantage."  The concept of intersectionality should be addressed in the classroom with each student as evidenced by the case study of Nicole.  Each student should be looked at not only by their outward appearances, but also by their layers of identities.  When you peel back the layers of a student's identity; a complete understanding of the student comes forth.  In the example of Nicole, she appeared as an African-American student who was not doing well in school.  When you look at her "intersectionality", not only was she a person of color, but also she was a girl from a low income family who was responsible for taking care of her younger siblings.  These identities contributed to her inability to get to school on time and get her homework done.  Educators need to assess the "Nicole's" of their classrooms through an "intersectional lens" that recognizes the impact of race, economic status, gender, religion, and language on a student's ability to succeed in the classroom.  This is similar to how nurses are trained to treat the whole biopsychosocial patient and not just the medical problem or illness of the patient. 

     The concept of intersectionality helps one to understand the relationship between power and privilege.  The terms power and privilege have been discussed throughout our previous readings. 

Delpit discusses the focus and culture of power while addressing the five rules one must have in order to attain the power.  Johnson discusses the diversity wheel by Loden and Rosener which is based on six main characteristics:   age, race, gender, ethnicity, physical ability, qualities and sexual orientation.  The manner in which these characteristics intersect and overlap at any given time can drastically effect ones outcomes in life; much like that of the intersectionality discussed by Bell and its effects on how students should be looked at in the classroom.  Johnson also discusses privilege and the role it plays just by belonging to a certain social group not because of anything one has done or not done with the opposite being oppression. Bell discusses techniques used by educators in the classroom to discuss oppressions as a way of privileging students' identities.  Intersectionality gives one a way to talk about oppressions and privileges that overlap and reinforce each other. 

      In closing, the video:  5 Tips for Being a Good Ally, was an excellent final video to watch.  It defines the term ally as a verb that is fighting for equality for a marginalized group that one is not a part.  In order to be an ally one must understand their own privileges, do their research, be supportive, apologize for their mistakes, move forward, have an impact, commit to changing their own behaviors, and do the work.  These tips should be incorporated into every educator's agenda for we are our student's allies regardless of the marginalized group to which they belong! 

Safe Spaces - Making Schools and Communities Welcoming to LGBT Youth by:  Annemarie Vaccaro, Gerri August, and Megan S. Kennedy

Talking Point #1                                                                           Classrooms are not neutral places.  They must create an atmosphere of inclusion or the prejudices and attitudes outside the classroom walls will filter in and impact the development of our young people both socially and psychologically.  Not only do students bring their personal experiences into the classroom, but they bring their classroom experiences back to the community when they leave.  This fluid exchange of experiences happens as if there are no walls.  Therefore, a foundation of inclusion and safety where common interests and individual differences coexist must be built in the schools/classrooms.  

Talking Point #2

     The authors write about curriculum and communication as distinct, but inter-related concepts of classroom life where if one suffers so does the other and visa verse, if one prospers the other will too.  Most teachers teach and reinforce the "status quo" to their students.  Even teachers who claim to be social justice advocates still have an "allegiance to traditional perspectives" and never use the terms gay or lesbian in the classroom.  The authors stated that educators discussing topics such as Whitman's Leaves of Grass intentionally avoid teaching the subject of same sex orientation in the classroom even though it is a theme in this collection of poetry.  By eliminating the discussion of same sex relationships in the classroom this also eliminates and keeps LGBT people out of the classroom which is harmful to LGBT youth.  Communication uses words that can be inclusive or exclusionary.  The author states that words are sticks and stones that can either build bridges or break bones.  Meaningful discussions are needed to raise awareness of privilege and combat discrimination based on sexual orientation and gender identity. 

Talking Point #3

     Educators must create classrooms that are inclusive and safe.  Educators need to be comfortable saying the words (Johnson) that refer to sexual orientation and gender identity.  When the words are used positively in the classroom; the negative connotations are decreased.  The constructive use of the words: gay, lesbian, bisexual, transgender and queer as used by educators will not only give students better ways of thinking and behaving with regards to these terms and the LGBT youth, but will also create a classroom of respect, inclusion and safety.  It will also foster a climate of alliance and approachability between LGBT students and their teachers. 

The authors argue that educators must publicly commit to creating inclusive and respectful classrooms with the cooperation of all students in order to create classrooms that are safe for LGBT students. 

Language and Power

Aria by:  Richard Rodriguez

     In this text the author saw himself as a socially disadvantaged child who considered his native language of Spanish to be a private language and part of his individuality.  Rodriguez did not believe that he could speak a public language such as English which in turned delayed his ability to become bilingual.  His delay was so much that the nuns came to his home and encouraged his parents to only speak in English to which they complied.  This created a new quiet at home where the feelings of closeness decreased and his family life and sense of self would be changed forever.  Rodriguez's father retreated to silence and his mother became troubled and anxious as his own confidence grew with his newly acquired language.  However, he still found comfort in his culture while in the community among Spanish speakers.  The dynamics of acquiring the English language today is taught differently than how the nuns taught it in the 1970's.  It is less rigid, doesn't rob one of their own identity and can be acquired at one's own pace as demonstrated by the next texts.


Teaching Multilingual Children by:  Virginia Collier

    In this text the author provides seven guidelines on teaching English to second language learners by incorporating each student's different languages and life situations.  This is a very different approach than the nuns approach in the text Aria where it was understood that the students needed to learn to speak English at whatever the cost to their own identity.  Collier writes that there are predictable stages that first language learners go through to learn that are similar to the strategies that second language learners go through.  There are also different variables such as age, learning style and desire between first and second language acquisition in children.  This text states that teachers should be aware of "caregiver speech", speech used by mothers and fathers with their children, and try to emulate it as well as be aware of social and emotional factors that can have an impact on learning. The goal is to help student's master the language used in formal schooling, without eliminating the first language. There are many methods to teaching in a bilateral classroom.  It is recommended that "code switching", the use of both languages in speech by bilingual students, be allowed in the classroom.  The author states that too many ESL programs don't emphasize academic literacy only the importance of spoken English. To incorporate literacy into the curriculum research shows that a student should first become literate in their primary language and those skills both written and oral will transfer to the second language.  The goal is to make learning a second language as culturally relevant as possible for the student as well as the teacher.  These guidelines made learning English less pressured and more relevant to the learner's culture than the techniques or lack there of in the text Aria.

Teaching Bilinguals (Even If You're Not One):  A CUNY-NYSIEB Webseries

     This webseries encourages the use of all languages in the classroom.  It is critical to be flexible, intentional and creative when teaching bilinguals.  Different teachers in the state of New York were interviewed regarding the techniques they used in today's bilingual classrooms.  The underlying theme is to create a classroom of culture that acknowledges the student's identities and strengths.  This was done by incorporating multicultural literature and graphic novels in the classroom and labeling a cultural portrait of oneself.  Their focus was not just on teaching English but on the longterm goal of teaching an emergent bilingual. In order to accomplish this one needed to be aware of body language, incorporate home language, become a co-learner and have patience and empathy.  If I were a student in an ESL classroom today I would choose to be in one of these teacher's classes.  They make learning the language much less intimidating than the nuns did in Aria. 
    

Teach Out Proposal

     For my final project, I would like to teach out the concepts of Privilege, Power, and Difference by Allan G.Johnson in combination with Safe Spaces--Making Schools and Communities Welcoming to LGBT Youth by Annemarie Vaccaro, Gerri August and Megan S. Kennedy.  As a school nurse, my focus will be on educating parents and or teachers on how to address gender identity issues in elementary school aged children.  This will be done by designing an educational pamphlet/booklet which can be used as a reference.  It will be a guide to support the parents and or teachers of children/students with gender identity issues and assists them in supporting their children/student's gender expression choices in a way that is positive, mindful and sympathetic.  In the words of Johnson:  "A trouble we can't talk about is a trouble we can't do anything about."  This may be a way to open up dialogue, discussion on what some may consider to be a sensitive and controversial topic.  Johnson also states:  "We must say the words."  The booklet will contain terms (words) with definitions one should know related to the gender spectrum.  Gender roles and stereotypes will be addressed.  The question of how to know if your child is transgender or just not pushing back on stereotypes will be answered.  Tips on creating a safe space in the home or classroom will be listed.  A list of resources will be provided.
     Privilege, Power and Difference by Allan G. Johnson discusses the fact that we need to use the words in order to actually talk about a problem.  One must name a problem in order to effectively deal with the problem.  The significance of a name such as racism or sexism brings attention to it.  In the introduction, Johnson states:  "the purpose is to change how we think so that we can change how we act, and by changing how we participate in the world, become part of the complex dynamic through which the world itself will change."  If we change our thought process on gender identity and what we perceive gender to be, the world in which we live will accommodate that change and perhaps be a welcoming and safe place for all.
     Safe Spaces -- Making Schools and Communities Welcoming to LGBT Youth by Vaccarro, August and Kennedy discusses that what happens inside the classroom walls is charged with emotion and shapes the attitudes and ideologies that will have physical and psychological consequences for all youth especially LGBT youth.  They discuss how educators can validate the experiences of LGBT youth by reinforcing inclusionary attitudes and beliefs.  The authors discuss the role of curriculum and communication throughout the education process and the need for it to include LGBT people.  LGBT students and their families need to see themselves, their perspectives and experiences represented in literature, history and mathematics as a step towards creating safe classrooms. Another step is for educators to be comfortable using the words inside the classroom walls that validates the LGBT experience.

   

Student Athletes Kneel To Level The Playing Field, Jesse Hagopian

     This article from the "Rethinking Schools" magazine told a story of how our nation's youth responded to the "Black Lives Matter" movement in response to Colin Kaepernick's knee taking during the National Anthem prior to a NFL San Francisco 49ers game.  Kaaepernick's kneeling was a protest of the ongoing crisis of violence against black people.  It was uncertain how the nation would react to a black professional athlete who was paid millions of dollars taking a knee in what I thought prior to this class was a blatant disrespect of our country and the men and women who fight for our freedoms and the ability of this man to play a professional sport, but was truly a protest to social injustice and oppression.

https://www.rethinkingschools.org/articles/student-athletes-kneel-to-level-the-playing-field

     In a form of solidarity, both professional and student athletes across the country joined the movement for black lives.  Members of the WNBA's Minnesota Lynx team wore shirts with the slogans:  "Black Lives Matter", "Change Starts with Us" and "Justice and Accountability" to pre- game warm ups. Many players in the WNBA refused to answer reporter's questions unless they related to social issues or the Black Lives Matter movement.  Professional football players either took a knee, locked arms, stayed in the locker room or put a hand on the shoulder of kneeling players during the playing of the national anthem.  Megan Rapinoe, an openly gay member of the U.S. women's soccer team, kneeled for the anthem as well stating:  "I know what it's like to look at the flag and not have all your rights."  Student athletes, teachers, administrators, band members, club members and cheerleaders all joined the movement Kaepernick set in motion by taking a knee during the national anthem. 

     This protest created quite a stir for team owners, school officials and politicians, those with privilege and power according to Johnson, Armstrong and Widlman, who worried that the protest would cut into the bottom line.  Delpit would argue that the rules (standing for the national anthem) of the culture would come from those with the power.  As one can imagine, the reaction against the movement by those in power was forceful.  The U.S. Soccer Federation mandated all players to stand for the national anthem. Youth have been kicked off their teams and coaches replaced for protesting.  According to the article, Kaepernick lost his job and was shut out of the league as an act of intimidation, but according to some sports enthusiasts he did not have the continued ability and stats to be a professional quarterback.  President Trump expressed the need to "fire" those players who did not stand for the national anthem.

     Kaepernick's stance of taking a knee during the national anthem is a picture engraved in my mind and those of many others that made the "Black Lives Matter" movement come to life.  It was an act of moral courage that launched a national protest against social injustice, oppression and inequality across every level of sports.  His bold action set off a domino affect for justice. 

     

     

     

Literacy With An Attitude:  Educating Working-Class Children in Their Own Self-Interest, Finn

Talking Point #1

     Finn discusses two kinds of education:  empowering education and domesticating education.  Empowering education is the type of education that the rich receive that leads to powerful literacy which in turn leads to positions of power and authority.  Domesticating education is the type of education that predominantly the working class receives that makes a productive and dependable person with functional literacy--the "status quo."  Many scholars over the years have studied the social and cultural mechanisms to try and figure out what has happened to literacy.  Social scientists believe that we can achieve greater equity and justice in education through change so that both the rich and poor will get an empowering education and powerful literacy.  The cycle of ¨status quo¨ must be broken.  

Talking Point #2

     Jean Anyon studied fifth grade students from public schools in northern New Jersey and categorized them according to class:  executive elite, affluent professional, middle class and working class.  Anyon looked at and described the similarities and differences between the classes, teachers, teaching styles, methods, assignments, attitudes and preparation for the future.  Anyon brought to light the differences in classrooms throughout the United States based on the socioeconomic class of the population served. The dominant theme in the executive elite schools was excellence while the dominant theme in the middle class schools was possibility.  Later studies have shown that things have not changed in classrooms throughout the United States and in fact may have gotten worse.  ¨When students begin school in such different systems, the odds are set for them.¨

Talking Point #3

     Paulo Freire was a Brazilian educator, professor of philosophy and education at the University of Recife, who became worldwide renowned for his teaching methods of literacy among the poor.  His goal was for people to see literacy as something that could be part of their culture and not exclusively for the culture of the rich.  By obtaining literacy, one would obtain power.  The heart of Freireś program was to engage in dialogue.  He engaged in dialogue through what he called a culture circle.  Pictures were introduced to the culture circle in order to elicit a discussion and communicate with each other.  His goal was motivation to help the members of the culture circle reflect and think about the culture they created and if they created it, it was something they could change. His objective was ¨conscientization¨; a raising of consciousness with the end goal of closing the gap between rich and poor not only in wealth, but in quality of life. 

Finn argues that their are two types of literacy: functional literacy and powerful literacy.  One must have powerful literacy to institute changing the status quo.