Monday, April 21, 2008
Monday, April 14, 2008
Orenstein argues that in classrooms that have both girls and boys, there is a hidden criteria or curriculum which affects how each gender views themselves. Boys tend to view equality as a negative thing, while girls have low self-esteem and think negatively about themselves.
"...boys perceive equality as loss"
"It disturbed me that although girls were willing to see men as heroes, non of the boys would see women that way"
"the hidden curriculum is all the things teachers don't say"
"because i include women, i'm seen as extreme"
"At that time i wondered how the boys,... would ever learn to see the girls as equal"
I thought Orensteins piece was pretty easy to read. I never thought of the curriculum as having messages that could have affected me! I like how all of the articles we read are about things i never thought of or knew before reading them. I remember being in 7th grade and doing a project about heroes and all the girls chose women and men and all the boys chose men. I never thought of it as anything until reading this.
Monday, April 7, 2008
whites vs blacks
Wise argues that most privileged whites look at racial preferences as unfair due to the long history involving white power. Wise argues that "It has skewed our laws and shaped our public policy and helped create the glaring inequalities with which we still live."
Bush thinks that "school's policies were examples of unfair racial preferences."
"Privilege to us, is like water to the fish: invisible precisely because we cannot imagine life without it."
"..white preferece remains hidden because it is more subtle , more ingrained, and isn't called white preference, even if that's the effect."
"the privlege that allows one to not have to think about race on a daily basis; to not have one's intelligence questioned by best-selling books; to not have to worry about being viewed as a "out a place" when drving, shopping, buying a home, or for that mattter; attending the University of Michigan."
Before reading this, i was agreeing with Bush. I didn't see how it was fair to give people advancements because of the color of their skin but i wasn't looking at the whole picture and how whites were privleged because of their color. I was confused when i left class last week and now understand what the University of Michigan is doing, and support them. Whites have racial preferences that are not named that simply because we are white. The article really helped me understand what we were talking about in class!
Monday, March 31, 2008
- people of color
- seperate "but equal"
- Brown vs Board of eduacation
Lawrence argues that in the courts decision regarding Brown vs. Board, they did not recognize (or chose not to recognize) the true nature behind segregation as a deeply rooted issue that is not easily destroyed.
"If one views the Brown case narrowly, as a case intended to desegregate the nation's schools, history has proven it a clear failure."
"Segregation's only purpose is to label or define blacks as inferior and thus exclude them from full and equal participation in society."
"Equality of education is not enough, there can be no equality under a segregated system. The American negro is not a dominant minority; therefore he must fight for complete elimination of segregation as his ultimate goal."
Monday, March 24, 2008
- learning opportunities
Oakes argues that the tracking system in schools is only affective in high-abilty classrooms. Students placed in lower-ability classes are not recieving the same learning opportunities.
"Sterotyped as "less-able" and have fewer opportunities to learn."
"Students who are placed in high-ability groups have access to far riched schooling experiences than other students."
"Students who need more time get less, those who have the most difficulty learning seem to have fewer of the best teachers."
I don't know if i agree or disagree with the idea of tracking. Being placed in a room filled with students who are educationally on the same page as you seems right. Being in a class where students are of different abilities could hold back the higher-abled students and loose the lower-abled ones.
On the other hand, mixing everyone together could help the low-abled students stay on track. Studies have show that "as children interact with their environment, they acquire cognitive abilities", and that higher-abled students do just as well in mixed classes.
Monday, March 17, 2008
Kahne and Westheimer argue that learning about and actually participating in community service should be brought into school systems for students to experience first hand. This could be as simple has not even coming in contact with the people, just a good changing feeling for the students. From hands on participating, students can take in more then just giving a helping hand.
"In addition to helping those they serve, such service learning activities seek to promite students' self-esteem, to develop higher-order thinking skills, to make use of multiple abilities, and to provide authentic learning experiences--- all goals of current curriciulum reform efforts."
"Service learning can advance other priorities, such as the acquisition of vocational skills."
"..both the motivation and joy that come from giving and the importance of altrusim."
"The most broadly supported goal for service learning activities is to convey to students the importance of charity."