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.