Talking Point #10 Chapter 9 by Johnson

What is the Article About:

• challenges
• change
• tapping the glass
• being heard
• privileges
• social systems
• everyone's responsibility

Author's Arguments:

Johnson argues that "[t]he challenge we face is to change patterns of exclusion, rejection, privileges, harassment, discrimination, and violence that are everywhere in this society and have existed for hundreds of years. We have to begin by thinking about the trouble and the challenge in new and more productive ways..." (pg. 125)

Evidence:

"The problem of privilege and oppression is deep and wide, and to work with it we have to be able to see it clearly so that we can talk about it in useful ways." (pg. 125)

"If we're going to see ourselves as part of that kind of change, we can't use the human life span as a significant standard against which to measure progress." (pg. 131)

"Make noise, be seen." (pg. 144)

"Find little ways to withdraw support from paths of least resistance and people's choices to follow them, starting with yourself." (pg. 144)

"Dare to make people feel uncomfortable, beginning with yourself." (pg. 145)

"Openly choose and model alternative paths." (pg. 146)

"Actively promote change in how systems are organized around privilege." (pg. 147)

"Support the right of women and men to love whomever they choose." (pg. 149)

"Pay attention to how different forms of oppression interact with one another." (pg. 149)

"Work with other people." (pg. 150)

" Don't let other people set the standard for you." (pg. 153)

Comment:

I agree with Johnson. We all have a challenge to change our society. I believe that in order for this to work is we must be positive. To make this happen we need to find people who are willing to stand up, "make noise [and] be seen." At my job there are many people who have very negative view towards minorities. There is this one girl who saw two black guys in the stores and told my manager, "we need to keep an eye on, they look very suspicious." My manager became so angry at her comment. He told her, " Why, because they are black? so does that mean that I should keep and eye on Maria as well?" he left steamy down to his office, and I told her "it's true what my he said, you can't just assume." The girl felt awful, and I felt sorry for her. She is planning on becoming a teacher, and with an attitude like this, its very sad. She needs courses like FNED in her life. There is this other guy who really bothers me with his rude comments towards Hispanic people. He always has something stupid to say and it pisses me off so I stand up and make noise by responding to his comments. Ever since I've taken this course, I view everything differently. I am no longer afraid to stand up and speak my mind. I am in America and I have the freedom to speech, I will not let anyone with power over me take my voice.

Talking Point #9

What is the article about?

• acceptance


• females


• taping the glass


• equality


• women's right


• McIntosh five-phase


• harassment


• males=females not males vs. females

Argument

Orestein's argues that gender equality should be present in schools. Every woman that played an important role in our country should be credited for it. It is not about women vs men, it is about women equal to men.

Evidence

"Women are one-half of the world's people; they do two-thirds of the world's work; they earn one-tenth of the world's income; they own one one-hundredth of the world's property."

" This is a classroom that's gone through the gender looking glass. It is the mirror opposite of most classrooms that girls will enter, which are adorned with masculine role models, with male heroes, with books by and about men.."

"As long as it's required, [boys] accept it...[b]ut it wouldn't occur to them to choose it."

"This is learning from the inside out...[t]hey do the research, they connect into that other life, and they really become the person."

"Sometimes kids resist the idea of gender equity..."

"...women's studies is not about 'ruling over,' it is about 'existing with,'...it is important to be explicit with these reassurance right away."

"I usually find that boys resist studying women when they're presented as 'lesser,'...and if they're presented as 'lesser,' girls don't want to study women either."

Comments

By far this is the best article I read. Women vs. Men have always been a fun theme to talk about because we can relate to it very much. Many of the quotes presented were very interested. The quote I that really hit me was.." I usually find that boys resit studying women when they're presented as 'lesser'...and if they're presented as 'lesser,' girls don't want to study either." This quote is so true. Many women make it so easy for guys by satisfying their needs. If a guy does not want to hear it...women will shut up. It is time for women to stand up and say "I have the right to be recognize." It is not about converting this issue into a wrestling match, but making sure we are viewed as women who are Strong, independent, explorers, inventors..etc.

Another quote that hit me was the quote about a girl who was talking about her dressing, "would people think I'm a ho' if I wear this?" Why do we as women have to be concern about our dressing? Look I could be walking down the street in a bikini and that does not give any man the right consider me a ho or harass me. Women do not ask to be harassed. Another thing that bother me is...If a man sleeps around with women he is the shit...."A PIMP" but if a woman does the same thing she is label as as whore, slut, and so on. I am going to post lyrics of song named "hold us down" by Christina Aguilera and Lil Kim. When I read all this article many of the things remind me of the song. AGAIN: I AM NOT TRYING TO MAKE THIS INTO A WRESTLING MATCH BETWEEN WOMEN AND MEN, I JUST WANT TO BE HEARD.

So what am I not supposed to have an opinion.

Should I be quiet just because I'm a woman

Call me a bitch cos I speak what's on my mind

Guess it's easier for you to swallow if I sat and smiled

When a female fires back

Suddenly the target don't know how to act

So he does what any little boy will do

Making up a few false rumors or two

That for sure is not a man to me

Slanderin' names for popularity

It's sad you only get your fame through controversy

But now it's time for me to come and give you more to say

This is for my girls all around the world

Who've come across a man who don't respect your worth

Thinking all women should be seen, not heard

So what do we do girls?

Shout louder!Letting them know we're gonna stand our ground

Lift your hands high and wave them proud

Take a deep breath and say it loud

Never can, never will, can't hold us down

Nobody can hold us down

Nobody can hold us down

Nobody can hold us down

Never can, never will

So what am I not supposed to say what I'm saying

Are you offended by the message I'm bringing

Call me whatever cos your words don't mean a thing

Guess you ain't even a man enough to handle what I sing

If you look back in history It's a common double standard of society

The guy gets all the glory the more he can score

While the girl can do the same and yet you call her a whore

I don't understand why it's okay

The guy can get away with it & the girl gets named

All my ladies come together and make a change

Start a new beginning for us everybody sing

This is for my girls all around the world

Who've come across a man who don't respect your worth

Thinking all women should be seen, not heard

What do we do girls?Shout louder!Letting them know we're gonna stand our ground

Lift your hands high and wave 'em proud

Take a deep breath and say it loud

Never can, never will, can't hold us down

Lil' Kim:Check it - Here's something I just can't understand

If the guy have three girls then he's the man

He can either give us some head, sex her off

If the girl do the same, then she's a whore

But the table's about to turn

I'll bet my fame on it

Cats take my ideas and put their name on it

It's aiight though, you can't hold me down

I got to keep on movin'

To all my girls with a man who be tryin to mack

Do it right back to him and let that be that

You need to let him know that his game is whack

And Lil' Kim and Christina Aguilera got your back
But you're just a little boy

Think you're so cute, so coy

You must talk so big To make up for small lil' things

So you're just a little boy

All you'll do is annoy

You must talk so big To make up for small lil' things

This is for my girls...This is for my girls all around the world

Who've come across a man who don't respect your worth

Thinking all women should be seen, not heard

So what do we do girls?

Shout louder!Letting them know we're gonna stand our ground

Lift your hands high and wave 'em proud

Take a deep breath and say it loud

Never can, never will, can't hold us down

This is for my girls all around the world

Who've come across a man who don't respect your worth

Thinking all women should be seen, not heard

So what do we do girls?

Shout louder!Letting them know we're gonna stand our ground

Lift your hands high and wave 'em proud

Take a deep breath and say it loud

Never can, never will, can't hold us down

Spread the word, can't hold us down.

(http://www.lyrics.com/lyric.php?id=3037&Songs=Can't_Hold_Us_Down)

TALKING POINT #7

Premise:

• black/white


• segregation


• Brown v. Board of Education


• stigma


• label


• 14th amendment

Argument:

Charles Lawrence argues that although the Brown v. Board of Education marked an end to segregation in schools, it has not ended racism in our society. Our country is denying these issues because we do not understand or act as if we do not understand the purpose of segregation.

Evidence:

" There is little doubt that psychological impact of Brown was the spark that ignited the spontaneous combustion of boycotts, sit-ins, voter-registration, marches, and political organizations that resulted in much significant change for blacks," (pg. 53).

"It is the thesis of this paper that the Brown decision fostered a way of thinking about segregation that has allowed both 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 to make it stand for what it should have stood for in 1954," (pg. 54).

"segregation American-style....has only one purpose: to create and maintain a permanent lower class or sub caste defined as race," (pg. 54).

" ...segregation violated the equal protection clause because of its empirically demonstrated discrimination effect in the educational opportunity afforded blacks," (pg. 55).

" Once it is understood that segregation achieves its purpose by labeling blacks as inferior, it becomes clear that segregation is firmly entrenched when the label of inferiority is reflected in societal attitudes..." (pg. 58).

Comments:

I had a difficult time reading this article. The begining was interesting, with the purpose of segregation and its effects on black students. I agree with Lawrence, we need to realize the racism in our society today, and boycott it. The title of this article, "One More River to Cross," has many meanings. In the case of this article, Blacks have one more river to cross: The end of segregation in our society.

Talking Point #6 on Oakes

Premise:

• ability group
• tracking
• public schools
• uneven opportunities
• differences among students
• high-ability and low-ability groups
• tracking alternatives
• confronting
• active learning
• cooperative learning
• multiple ability tasks
• challenge
• heterogeneous classrooms

Argument:

Jeannie Oakes argues that schools need to take another route towards teaching to guarantee every child receives an equal opportunity in education.

Evidence:

"...students who are placed in high-ability groups have access to far richer schooling experiences than other students." (pg. 178)

"...students in high-ability English classes were more likely to be taught classic and modern literature...eventually [boosting] their scores on college entrance exams." (pg. 178)

"...low-ability classes...learned basic reading skills." (pg. 178)

"...low-ability classes were likely to have little contact with knowledge skills that would allow them to move into higher classes or to be successful if they got there.' (pg. 178)

"...those who have the most difficulty learning seem to have fewer of the best teachers." (pg. 179)

" In low ability classes, for example, teachers seem to be less encouraging and more punitive, placing more emphasis on discipline and behavior...' (pg. 179)

"...the most important and difficult tasks for those who would change tracking is to confront deeply held beliefs..." (pg. 180)

" Heterogeneous groups of students will probably do best in classroom where the curriculum content is challenging, complex, related to real life and- most of all- rich with meaning." (pg. 180)

"...teacher professionalism is central to successful tracking alternatives." pg. 180)

Comments:

I agree 100% with Oakes. I know what it is to be in a low-ability group because I was part of it. When I came from Puerto Rico, I was placed in ESL. I did not know anything about English as a Second Language. The only thing I knew was that I was going to learn English. The curriculum is completely different. Teachers are more focused on teaching teaching students the rules and codes, and forget about academic. For example, when I was in 5Th grade our theme was responsibility. After reading and analyzing my ESL experiences, I feel embarrassed to say that some of my teachers were focused on teaching the rules and codes, instead of the academics.

I believe it is unfair for minority students to be cheated on. I understand that one must learn the rules and codes to fit in a society. However, it should not be the central theme in a curriculum. Minority students also have a right to learn about classic and modern literature. There should be something to help low-ability groups. Unevenness in Education is only forming a barrier, prohibiting minorities to continue with their education.

Talking Point # 5 Schooling: Wrestling with History and Tradition

Premise:

• public schools
• diversity
• ideologies and myths
• white privilege
• poverty (school)
• bi cultural
• democracy
• equality

Argument:

Jeannie Oakes and Martin Lipton argue that school's society is constantly changing. The theme of American public schools is, democracy. However, there are four ideologies surrounding the myths that makes up American culture and schools. These ideologies are responsible for preventing society to recognize the possibilities of democracy. Even though society has not recognized yet , they are new teachers who are seeking these possibilities to enhance democracy in American public schools.

Evidence:

"Today, more teachers than ever...seek new ways to enhance the democratic tradition." (pg. 4)

"I did anything possible to make students realize that they have a voice." (pg. 5)

"I must try to create a democratic classroom, where students actively construct their own knowledge. Finally, I must be a teacher who helps students discover their possibilities and urge them to claim their role as transformed members of society." (pg. 9)

"Theodore Roosevelt...United Sates had room for only one language, English..." (pg. 11)

" student's language differences must not prevent them from learning academics comparable to their English-speaking peers." (pg. 12)

" four related ideologies-revolving around the myths of merit, scientific efficiency, competition, and progress--that characterize American culture and schooling and prevent society and schools from realizing their democratic possibilities." (pg. 18)

Comments:

This article was very interesting, especially the beginning. It gave me a brief history of education development. One thing I enjoyed very much were the short stories from first-year teachers. All the teachers that wrote their short stories had a theme in mind; "democratic classroom." This is a theme all the teachers keep in mind. However I believe some teachers interpret it wrong, especially the older teachers. Older teachers are accustom to to the traditional ways of teaching. However, new teachers are taught different methods to make sure every child is educated. New teachers are more likely to survive the rapid changes in school society because they are expose to these changes, early in their studies before becoming a teacher.

Talking Point #4

What is the Article About:

• secret education


• dominance of one's sex, race, class or country


• children's cartoon and media, influence children's view of the world


• the absences of "minority" group in the media


• misinformation about people different than us


• students realizing the misinformation

Argument

Linda Christensen argues that children are victims of the "secret education." Books and cartoons shape the way children view society, creating misinformation that can later affect society. We can stop this misinformation by introducing the true facts in schools through observations and critiques.

Evidence:

Children as victims of the "secret education"

" 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." (pg. 126)

"When we read children's books, we aren't just reading cute little stories, we are discovering the tools with which a young society is manipulated." (pg. 126)

"...Although these stories are supposed to merely entertain us, they constantly give us a secret education." (pg. 128)

Children influenced at an early age/ not accepting it

"The impact of racism begins early. Even in our preschool years, we are exposed to misinformation about people different from ourselves." (pg. 126)

"Many students don't want to believe that they have been manipulated by children's media or advertising. No one wants to admit that they've been "handled" by the media." (pg. 128)

Books and cartoons shape the way children view society

" Children's cartoons, movies, and literature are perhaps the most influential 'genre' read." (pg. 127)

" Indians in 'Looney Tunes'....we begin to imagine Indians as savages with bows and arrows and long black hair." (pg. 131)

" Have you ever seen a black person, an Asian, a Hispanic in a cartoon? Did they have a leading role...[w]omen who aren't white begin to feel left out ugly because they never get to play the princess." (pg. 131)

"Duck Tales...Uncle Scrooge and the gang teach children that money is the only important thing in life." (pg. 136)

"Teenage Mutant Ninja Turtles...teaches a false sense of violence to kids: fight and you don't get hurt, or solve problems through fists and swords instead of words." (pg. 136)

"Popeye... Americans are the best and conquer all others." (pg. 136)

Introducing the true facts in schools

"...I want students to critique portrayals of hierarchy and inequality in children's movies and cartoons. Then I want to enlist them to imagine a better world, characterized by relationships of respect and equality." (pg. 127)

"They are fueled by the opportunity to convince some parents of the long-lasting effects cartoons impose on their children, or to enlighten their peers about the roots of some of their insecurities... I provided them the opportunity to make a difference." (pg. 137)

Comments

New/old cartoons have affected tremendously the way children view society. I have a younger brother who watches a lot of cartoons. One of his favorite cartoons was Dexter's Laboratory. I always pick this cartoon because it's a perfect example of the meaning of misinformation. Dexter's mother is always in the kitchen cooking or washing dishes. As a matter of fact she always has cleaning gloves on. This cartoon teaches students that women's role is to be in the house cleaning or cooking. When that is not the case in today's society. Parent believe that when children are watching cartoons they are learning. However, this is not the case. Children are learning about the wrong society.

Talking Point #3 on Carlson

1) WHAT IS THE ARTICLE ABOUT:

Racism

Prejudice

Power

Normalizing community (whites, middle class, male, heterosexuals)

Abnormal community (blacks, working class, female, homosexuals)

mainly focuses on heterosexuals and homosexuals

School curriculum is linked to normalizing community

prejudice against homosexual teachers

avoidance of homosexual conversations in schools

no credit for homosexual authors and poets

2) AUTHOR'S ARGUMENT

Carlson argues that today's society is divided into the normal (heterosexuals), and abnormal communities (homosexuals). The normal community is viewed as the powerful community, while the abnormal is viewed as the sick powerless community. Carlson strongly believes that schools can play a major role in helping identify the abnormal community. However, school's community is strongly linked to the normal community.

3) EVIDENCE

The normal vs. abnormal community

"Within normalizing communities, some individuals and subject positions (i.e., white, middle class, male, heterosexual, etc) get privileged and represented as "normal" while other individuals and subject positions (i.e. blacks, working class, female, homosexual, etc.) are disempowered and represented as deviant sick, neurotic, criminal, lazy, lacking in intelligence, and in other ways 'abnormal.'" (pg. 233)

Schools playing a big role

" I want to suggest that public schools may play an important role in helping build a new democratic, multicultural community, one in which sexual identity (like other makers of difference including class, gender, and race) is recognized..." (pg. 223)

School's community linked to normal community

"...(1) the erasure of gayness in the curriculum, (2) the 'closeting' and 'witch hunting' of gay teachers, and (3) verbal and physical intimidation of gay teachers and students." (pg 236)

"... normalizing texts systematically exclude and neglect the culture of those outside the norm for the purpose of ratifying in legitimating the dominant culture as the only significant culture worth studying." (pg. 236)

"...a number of states explicitly prohibit teaching about homosexuality." (pg. 236)

"...major textbook publishers avoid gayness like plague. English literature anthologies still go out of their way to avoid acknowledging that certain famous writers were gay..." (pg. 236)

"...gayness...it is likely to be in the health curriculum, where it is associated with disease...'the first group in the Unites States diagnosed with AIDS were male homosexuals.'" (pg. 237)

"...gay teachers were to be fired because they too were understood as contagious...homosexuality...linked as threats to the 'American way of life.'" (pg. 237)

4) Comments

Schools today are linked by the normal community, especially when it come to heterosexuals vs. homosexuals. I never had a homosexual teacher (that I know of), and if I did he/she did a good job hiding it. Everything in schools from math problem solving (family theme) to conversations is linked to the normal community. There were many points in the article that were disappointing. For example, the quote from the guy who says " I think gay guys are just sick. How could they do that? It's wrong!'..." (pg. 238). Coming from a Catholic family, I was brought up looking at the gay community as something wrong and against my religion. Even though I was brought up believing this way, I never spoked negatively about homosexuals. Everyone has a right to live life the way they want it, it is not fair for others to discriminate.I believe homosexual conversations in schools are difficult (especially in high school) to habdle because students do not take the conversation seriously. Their mentality is not there yet to search for a solution to help recognize ones sexual identity. It is really difficult to place homosexuals in the normal community. There are many obstacles in between, especially religion. I do hope something gets done because homosexuals are not deviant, sick, or criminals, like posted on this article. Instead they are people like you and me that can see, hear, and feel the discrimination against them.