Diversity in America (Mod 4)

Understanding- Ginger Thompson, "Where Education and Assimilation Collide," New York Times

Ginger Thompson's accounts of minority students at Hylton High School, reflects the average comradery of students from various walks of life. A smorgasbord of nationalities navigating typical situations teenagers experience. With a stronger lenses magnifying glass, the reality of international students is revealed. The segregation of ELL students from gen-ed students not because of racism but to meet their academic needs. Lack of funding and scouting out teachers who can personally connect with students because they have been through their struggle. The "Collide" is the ongoing effort to serve students whose ability at the moment is lower than the needs of the district or the school. The article says "it takes the average learner of English at least two years of study to hold conversations, and five to seven years to write essays, understand a novel or explain scientific processes at the level of their English-speaking peers." How do we as teachers adjust for this? How do we not make students feel like they are not equivalent to other students? How do we teach students equal work may not look fair?

Understanding- Sandra Osorio, "'Qué es deportar?' Teaching from students' lives," Rethinking Schools

 This article focuses on a teacher (Sandra Osorio) who realizes her district mandated curriculum isn't written to be culturally responsive to her students. Taking a stand on this issue, Sandra decided to bring in material that could supplement what was being taught to non-ELL students. From this, her students started to look at their situations and heritage differently. Students were connecting and finding a personal investment into the material and their learning. In the end, Osorio grew in her teaching and reminds us each student though they are the same race and academic states are still different, and we have to approach each ELL student’s just like any other with a different level of expectation. 

Understanding-Devin Carberry, "Precious Knowledge: Teaching Solidarity with Tucson," Rethinking Schools 

 Students take a stand and speak out on the cruelty spanning schools with high populations of Hispanic students. Devin Carberry preps his students on the aspects of what is driving their anger towards the school board. Students reflect on how they are made to feel inferior and a loss of historical identity. By talking on NPR, they were able to feel the strength in their cause. Here we see a group of people categorized by their legal status, race, socioeconomic status making steps to establish a place within their community.

 Understanding- Melinda Thompson, "The Ongoing Battle Over Ethnic Studies," The Atlantic

 Anderson in her article on a topic that has been widely discussed takes a stand on the part of the story that should remind board members of why ethnic studies classes are so important. Improvements in academic growth, self-esteem, attendance, and leadership. Page 3 says that the actual debate is over glorifying other races (African-American, Asian, Latino) but we are already doing that with the lack of information being incorporated into the failed materials that students are not connecting with culturally. Bridging the gap is what the focus should be on. Making every students history heard while informing other students about the ethnicities of their classmates. In doing this teacher can build informed leaders versus another generation of blinded individuals. 

   

Understanding- Thanhha Lai, Inside Out & Back Again

 A young girl accounts of her life before she leaves Vietnam and when she arrives in America. We see the mistakes we make as educators through the eyes of a young student. We are not always sure how to approach a student, and in the end, we can be belittling them when we think we are helping them. Uneducated students make Lai feel like she must spend her days hiding in the bathroom. As the month's pass, we read of moments of clarity or progress. Two steps forward five steps back. What I couldn't get over was the teachers failed attempt to teach other students about Vietnam. Only showing one side, Lai wonders where's the beauty the "Papaya." These are the actions that are carried out in schools, and we wonder why acceptance is hard. 

Reflection – Devin Carberry, "Precious Knowledge: Teaching Solidarity with Tucson," Rethinking Schools 

The school I teach at has an incredible population of students. Students who could totally benefit from an ethnic studies class. The funny part is we have a class similar to this called Spanish for Spanish speakers. The class focuses on Latin American literature, art, and political issues. You would think students would be totally invested, building contextual connections and mirroring the growth of the students discussed in the text. Nope! Students have not bought into the importance of this class solely because the teacher is white. What the articles fails to mention are who are teaching these classes? Are Latino teachers teaching these courses or are they taught by someone else?

 I find it funny that depending on the situation you can never be sure who is right. We are so busy searching for ways to get students engaged in learning, we are drowning in the buzz words "Cultural Responsiveness and Cultural Competency" and when we find something that works people want to take it away or in my case students don't want a white person teaching them about their culture. 

I do agree that students who are interested in what they are learning will perform better. Does this mean we get rid of everything of disinterest? No. Like all things balance is everything. I think we as teachers have to find ways to get around silly mandates and focus on how we can serve students while making everyone feel included and important. Tradition is no longer standard in a classroom. If we are reminded of this and know the populations of our students, it is possible to reach the needs of every student in some form or fashion.