tag:blogger.com,1999:blog-73468205833653426602024-03-12T19:35:03.190-07:00Alyssa Downing FNED 2014Anonymoushttp://www.blogger.com/profile/10054401579248044148noreply@blogger.comBlogger14125tag:blogger.com,1999:blog-7346820583365342660.post-48354696884853347192014-12-11T23:40:00.001-08:002014-12-11T23:40:48.505-08:00Theory connections (Johnson and Finn) <div>
For my theory connections, I created a Prezi, Here is the <a href="https://prezi.com/q6g1mv6dnbpy/copy-of-theory-connections/">link!</a></div>
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Anonymoushttp://www.blogger.com/profile/10054401579248044148noreply@blogger.com0tag:blogger.com,1999:blog-7346820583365342660.post-86811127521275537762014-12-09T21:37:00.001-08:002014-12-09T21:37:24.313-08:00Promising Practice<div align="center" class="MsoNormal" style="background: white; line-height: 13.65pt; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
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<a href="http://www.ric.edu/promisingpractices/images/logo2.gif" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="http://www.ric.edu/promisingpractices/images/logo2.gif" style="background-color: transparent;" width="168" /></a><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">On Saturday, November 1<sup>st</sup> 2014, I
along with many other educators attended Rhode Island College’s 17<sup>th</sup>
annual Promising Practice: Culturally Responsive Curricula in STEM. This
conference consisted of two workshops of our choice, followed by the Keynote Address,
“HipHopED(ucators)STEMming the Tide of Disinterest in Education” from, Dr.
Christopher Emdin. I went into this Conference with the, “I’m only here because
it is required for the class and part of my grade”, while I noticed that many
other teachers who attended this Conference gave up their Saturdays as well not
because they had to but because they wanted to. It was inspiring to see the
passion and I was able to walk away from the conference with that same passion.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">The first workshop I attended was, <a href="http://www.ric.edu/promisingpractices/workshops.php">Hands-on-learning</a>, presented by
Helaine Hager, who is a Science teacher at Mt. Pleasant Highschool. This
workshop was my least favorite part of the whole day. I walked away from this
workshop with no new knowledge. The thing that bothered me most about this workshop
is the lack of discussion that was taking place. Hager started her presentation
saying she doesn’t tell her students what they are doing it is up to them to
figure it out on their own. I feel like this statement would have started a
good discussion but instead she went right into a demonstration she does with
her students in the classroom. After her demonstration she starts passing out a
lab with a worksheet and tells us to work on it for the remaining of the time.
I personally didn’t read the worksheet or do the experiment because it was completely
irrelevant to me. The workshop ended and we didn’t even go over the worksheet. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">I found Helaine Hager’s method of teaching to tie into what was
being taught at another workshop. In Erika’s <a href="http://fnederikalincoln.blogspot.com/">“Promising Practice”</a> blog she
mentioned, “The women explained to us that children are self-learned, and they
get a lot more out of coming to conclusions and discovering information
themselves than to just be lectured by a teacher”. This connects back to our
class and the discussion we had after we were told to do that “quiz, where the
answers were right in front of us.This shows examples of how teachers give
students the work to not make them feel stupid but show them that they know
they are capable of doing the work and challenging them to make them better
learners. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">The second workshop I attended was,<a href="http://www.ric.edu/promisingpractices/workshops.php"> Teaching-While-Brown</a>,
presented by an uncle and nephew. They were really family oriented which
affects how they teach. The presenters were David Upegui a science teacher at
Central Falls High school and Jonathan Acosta a teacher at Blackstone Valley
Prep Mayoral Academy Middle school. They were great presenters who really
engaged in the crowd. This workshop was super relavant to class, as well as our
service learning as it talked about how race and background didn’t match
academic success. In the workshop I learned, that today black and brown students
outnumber white students. Yet in some cases these students aren’t being treated
fairly as we have seen segregation by neighborhood and by level of “smartness”.
The Presenters stressed how important it
was to connect with their students and how it helps them learn better. They
shared ways to doing this by relevance making the lesson alive and personal.
One thing they use in their classrooms is narrative instruction. I really liked
listening to the presenters stories they told of the bonds that they created
with their students. I remember my favorite teacher was one who went to my
teams sporting games after school, which is similar to what one of the
presenters talked about how he would play pick up basketball games with his
students. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">One of the students of the presenters students was at the
conference, who couldn’t stop talking about how great this teacher was. She has
a tattoo of a DNA molecule because of him. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">The Conference ended with an address from Dr. Christopher Emdin.What
an amazing speaker he was. Because this conference was mostly teachers I
thought it was going to be formal but he spoke to us as college students. At
one point during his speech he started rapping. His speech really tied in well
with my second workshop, about making students interested as well as
segregation in the classrooms. One thing that really stuck with me when he said
blacks were treated better prior to the Brown Vs. Board of education. We are
future educators to make this change happen!<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Over all this conference was a great experience, I found myself
comparing the articles we read after to relate to the speech as well as my
workshops.<o:p></o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/10054401579248044148noreply@blogger.com1tag:blogger.com,1999:blog-7346820583365342660.post-4864940827951087402014-11-30T20:31:00.001-08:002014-11-30T20:31:27.217-08:00Empowering Education, Ira Shor- Extended comments<div style="font-size: 13px; line-height: 18.2000007629395px;">
<span style="font-family: Arial, Helvetica, sans-serif;">For my blog post this week I am using <a href="http://amariorenzi.blogspot.com/2014/11/empowering-education-by-ira-shor.html">Anthony's blo</a>g<br />Anthony said, "<span style="background-color: #fff9ee; color: #222222; font-size: 15px; line-height: 21.5599994659424px;">Today having a teacher or professor who is genuinely passionate about getting the best from his or hers students is rare" and I feel that this is sadly true!<br /><br /><br />When I was in highschool, at least in every class once a day someone would ask the question, "is this on the test? " and if the answer were no, you wouldn't write notes.</span></span></div>
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I understand that this video was made mainly about technology in the classroom think this video has a deeper meaning then technology ruining classes. I think it sums up Anthony's points. When I watched this video (Which was after I read the article) I kept thinking back to shore and his argument about </div>
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<span style="line-height: 18.2000007629395px;">Could students resort to technology because they are board in class and not engaged in class? <br /></span></div>
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<br />Things that Notebooks Said that really stuck that really stuck out to me were<br /><br />"18% of my teachers know my name" "I complete 49% of the readings" "My neighbor paid for class but never comes" "I memorized this stuff to fail"<br /><br /><br /><span style="background-color: white; line-height: 18.2000007629395px;"><br /></span></div>
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<span style="background-color: white; line-height: 18.2000007629395px;">Over all I think Shor's reading is a definite recap of everything we have learned this semester and I think that the very first line of this reading is exactly what we have been questioning after this whole semester</span></div>
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<b><span style="background-color: white;">"What kind of educational system do we have? What kind do we need?</span></b></div>
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<span style="background-color: white;"><b>How do we get from one to the other?" </b>(11)</span></div>
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Anonymoushttp://www.blogger.com/profile/10054401579248044148noreply@blogger.com3tag:blogger.com,1999:blog-7346820583365342660.post-4302329221107807812014-11-16T08:37:00.000-08:002014-11-16T08:37:12.522-08:00Kliewer, Citizenship in School: Reconceptualizing Down Syndrome- Quotes<div style="text-align: center;">
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This weeks reading by Kliewer, was really interesting. In class we have been talking a lot lately how race, and social class segregate students, but I feel as though it is worse with students with <a href="http://www.ncld.org/disability-advocacy/learn-ld-laws/idea/what-is-idea">disabilities! </a></div>
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Here are some quotes from the reading that stuck out to me:<br /><i><br /></i></div>
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<i>"I</i><i> started to notice that I didn't like the classes I was taking called special </i><i>education.! had togo through special ed. almostall mylife. I wanted to take </i></div>
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<i>other classes that interested me. I had never felt so mad, 1 wanted to cry"</i></div>
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<i>(Peterson, 1994, p. 6)</i><br /></div>
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This quote made me think about practicum for SPED 300 I am working with a student who has a learning disability and is pulled out of the classroom and goes to a resource class class, Everytime he is pulled out he says to the people at his table, "time to go to my class for stupid people" these students catch on to the segregation, which they don't like. This kid doesn't like going to the resource classroom, he doesn't like missing part of his class he has told that to me. When I read the quote above and think about the little boy I think back to Johnson's article and realize it could tie in with disabilities and being able to see difference in these children and what they need to offer. They shouldn't be defined by their disability!</div>
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<i>"Shaye Robbins devoted so much energy to creating a classroom community where all were </i></div>
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<i>afforded citizenship. "Don't think," she told me, "that those special needs </i></div>
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<i>kids drain anything. That class would not be half what it is if anyone of </i></div>
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<i>those kids got segregated. We're all together in there."(87)</i><br /></div>
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I really liked how Shaye didn't look at her students and saw downsyndrome, August's article talks about how the classroom should be a safe space for students and that is how Shayes students felt. Shaye expressed in the article the importance of belonging to a community, she didn't look at the negatives like one of the girls from August's article who got marked down on her Spanish test for instance non of these students where she was marked down for using "Ama" instead of "Amo"<br />Shaye went above and beyond to seeing her students succeed with helping her teaching aid with down syndrome find a job of what she like to do!</div>
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I would put Shaye in the category of a good teacher, She reached created curriculum using the popular story "Where the Wild Things Are" because of which I connected it to the Penguin book that August wrote about in her article.</div>
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<i>"Vvgotsky found that the culture of segregation surro</i><i>"I</i><i>unding people with disabilities actually teaches underdevelopment of thinking through the isolation of children from socially valued opportunities"(83) </i></div>
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This quote shows the article went into positive stories about how students who were included were able to not let their disability define them. It showed the difference it made when the students were included in the classrooms. I loved reading the stories for instance: </div>
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<i><span style="color: magenta;"> </span>"When she enrolled in a regular public high school as a freshman,Christine's Individual Education Plan was passed on from her segregated school; it suggested that she had extremely poor motor control, low-level cognitive skills, low-level communication skills, a lack of adaptive skills,</i></div>
<i> and aggressive "acting-out" behaviors. In the general curriculum of the regular high school, however, these images of defect were dramatically</i><br />
<i> transformed (Harris, 1994)"<br /></i><br />
<i>"By the end of John's first year in Mendocino, he was holding down two part time jobs; taking weekly voice, art, and gutair lessons, attending aerobics classes five mornings a week; occasionally reading stories to kids at the local preschoool;helping his mother teach a class on self-esteem to a group of troubled adolescents; making daily "rounds" in the community and going out to dance or listen to music at least five nights a week. He had numerous friends and acquaintances, and he was daily becoming more verbal and more assertive" (p.108)</i><br />
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Before these students did feel segregated which reflected on their personality's it was amazing to see how much they had improved by getting involved!!<br />
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Here is a video, <a href="http://www.autismspeaks.org/news/news-item/new-video-campaign-highlights-uniqueness-individuals-autism?utm_medium=text-link&utm_content=New%20Video%20Campaign%20Highlights%20Uniqueness%20of%20Individuals%20with%20Autism%20&utm_campaign=mostpopular">A different kind of Brilliant </a> that focuses on the strengths of students with down syndrome, which isn't often looked at.<br />
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Anonymoushttp://www.blogger.com/profile/10054401579248044148noreply@blogger.com3tag:blogger.com,1999:blog-7346820583365342660.post-71368880463762228982014-11-09T21:36:00.001-08:002014-11-09T21:36:06.287-08:00Literacy with an Attitude, Patrick Finn-Extended comments
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<span style="font-family: Calibri;"> Like many other’s from the class, I had a tough time with
this reading.<span style="mso-spacerun: yes;"> </span>To better understand the
reading I used <a href="http://www.wce.wwu.edu/Resources/CEP/eJournal/v006n001/r002.shtml">this </a>summary to get the main points of this article. After
reading the full article I felt as though I was able to make many connections
to past articles as well as the promising practices and my service learning
project. I felt as though I understood the beginning of the text better and was able to connect it more to that.</span></div>
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This week I am using <a href="http://cindyr1013.blogspot.com/2014/11/literacy-with-attitude-by-patrick-finn.html?showComment=1415595883221#c169751332494562576">Cindy Rojas</a>
blog to make some extended comments on this weeks reading of “Literacy with An
Attitude” by Patrick Finn. This reading along with the past couple of readings
we have done have really opened my eyes to how unfairly students are treated. I
couldn’t agree more with Cindy when she says, “Dividing students into different
classes depending on their levels of ability and social class is segregation” .
Finn said, “There were four hundred eighth graders who were sorted by reading
scores from the highest, 8-1s being the highest and 8-15s being the lowest” he
then goes into saying, “The theory was the slowest students would get attention
in smaller classes. The reality was that as the year wore on there were spaces
available in the lower classes to dump the troublesome students”(3).<span style="mso-spacerun: yes;"> </span>This just proves that schools are not
providing the same opportunity to students. This article made me think back to
Dr.Christopher Emdin’s speech from Promising Practices speech when he said that
students would be at more of an advantage, if they weren’t so segregated, which
I agree with him on that! This reading made me think of the movie the <a href="http://www.imdb.com/title/tt0878804/">Blindside</a>
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<a class="irc_mutl" data-ved="0CAcQjRw" href="http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http%3A%2F%2Fwww.btchflcks.com%2F2013%2F08%2Fwomen-in-sports-week-the-blind-side-the-most-insulting-movie-ever-made.html&ei=UU1gVPXxIIOmyQTo-4HYBw&bvm=bv.79189006,d.aWw&psig=AFQjCNHitV5RJFxAKAk-i4q4yj2toUi_QA&ust=1415683706570977" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img class="irc_mut" height="133" src="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcR1zw6lq-L8FptWKf6iDuNOfyxXTpBqxbvxYJrShPIiha0UEsvZ" style="margin-top: 60px;" width="200" /></a></div>
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and how none of his teachers paid any attention to him, they would just pass Big Mike to the next level because they didn’t
want to have him as a student again. He didn't start caring about school until a family took interest in him and supported him, what if he had that support in the beginning? It is really sad how those teachers exist
today and give up on some of their students. For example, there is this one
little boy in the classroom I am in for my service learning project. He is in
my group for math which is the lowest level of students but he is extremely bright
for example, he can count to 100 while the rest of them can barley count to 15
as well as be able to look at a picture that has 9 circles and be able to
identify that there are 9 circles and he doesn’t keep counting over them. He is
definitely in this group because he is a “troublesome” <span style="mso-spacerun: yes;"> </span>student wh doesn’t sit still and is always
getting yelled at by the teacher. It is clear that he is bored in<span style="mso-spacerun: yes;"> </span>my group so he acts up. I hope this little boy gets the positive attention that he needs from his teachers, so he can succeed. </div>
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<span style="font-family: Calibri;">I think that more teachers need to
have that attitude that Finn had when he says, “we wanted are students to
succeed and move ahead” (7). Finn got through to his students and said that he
was a huge success. He approached his students the right way and pushed them,
it seems like he and his students were all on the same page. </span></div>
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<br />
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<o:p><span style="font-family: Calibri;"> </span></o:p></div>
Anonymoushttp://www.blogger.com/profile/10054401579248044148noreply@blogger.com4tag:blogger.com,1999:blog-7346820583365342660.post-13671507960565806292014-11-02T17:46:00.001-08:002014-11-02T17:46:18.556-08:00Brown vs Board<!--[if gte mso 9]><xml>
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<a href="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcRzZgbV9VtiKSuoQdeTorj5MgVwpWWM2lanJdfHLmfG3WXgjFGfvQ" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" class="rg_i" data-src="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcRzZgbV9VtiKSuoQdeTorj5MgVwpWWM2lanJdfHLmfG3WXgjFGfvQ" data-sz="f" height="320" name="CdBXaK-wBVz1VM:" src="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcRzZgbV9VtiKSuoQdeTorj5MgVwpWWM2lanJdfHLmfG3WXgjFGfvQ" style="height: 187px; margin-top: 0px; width: 121px;" width="207" /></a>The thing that stuck with me the
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">The result was that segregation would finally end,
but after reading the articles and even listening to the Tim Wise videos, you
have to wonder has racism truly ended? In the video interview with author Tim
Wise, he mentions that it is important to deal with what is real. Obama is a
big topic of this interview and how he is the first African American President
of the United States.</span></div>
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">Wise argues that we
need to note that there never has been an acceptable limit on whiteness. For
example, you could be white and be extremely smart go to Yale or be be the
complete opposite, but that individual is accepted based on their skin tone.
They are both equal. Will there ever be racial equality? To be acceptable as a
person of color, you don't have to be Obama and be brilliant, but what about
the other men and women who are as brilliant, but good at other things and can
run a company, or become lawyers. Can this racial difference we as Americans
seem to over look ever be done with? Why is it that two white people can be
equally accepted, but a person of color has to have a 4.0 GPA and a high standing
job to be accepted? Looking at the Brown V. Board of Education case,
these people were to use separate bathrooms, bubblers ( drinking fountains) and
countless other public places enforced segregation. It came to the point where
people grew sick and tired of being treated differently. Wise states "
Work still needs to be done." The historical cases were only the beginning
of the work of those decades that would lead to the continuation of work
American needs on the "denial" we live in. </span><br />
<br />
<img alt="Classroom" height="319" src="http://americanhistory.si.edu/brown/images/exhibition/entrance.jpg" width="481" /><br />
<br />
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<![endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"> After reading the article by Bob Herbert, I couldn't
help but think of the Service learning we are doing now and how we are in
poorer sections of the school system. I, like Herbert, agree with the fact that
if these poor children could be put into schools with children who had a
educational advantage, or were of a higher class, " get them away from the
environments that are smothered by poverty. This isn't as easy as it sounds but
it could be an improvement. Looking at various school systems, the schools are
separated by not so much "segregation" in skin color anymore, but by
area and the community around that school area; the environment. Which goes back to Kozol when he mentions in his article that the cycle of poverty is going to repeat from generation to generation because they can't leave. Herbert states
"Some have established specialized, high-achieving magnet schools in high-poverty
neighborhoods, which have had some success in attracting middle class students.
Some middle-class schools have been willing to accept transfers of low-income
students when those transfers are accompanied by additional resources that
benefit all of the students in the schools." </span><br />
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Anonymoushttp://www.blogger.com/profile/10054401579248044148noreply@blogger.com3tag:blogger.com,1999:blog-7346820583365342660.post-71708972725007697682014-10-26T16:38:00.001-07:002014-10-26T16:38:32.753-07:00Rodriguez: Sacrificing private identity for public identity- Revisited<div class="irc_mutc">
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The main Idea from Rodriguez's piece Aria, is summed up by his quote, <em>"Children lose a degree of individuality assimilated into public society"(38), </em>as this piece is about a boy who had to reform to the American way by speaking English. He had lost connection with his culture and more importantly family. The quotes that I felt were the most important were the ones that show the importance of family life and school life and how they should to an extent be separated, as the quotes I looked at show how the "Familiar setting of home" had changed which is sad. </div>
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<em></em> </div>
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<em>"From the doorway of another room, spying the visitors, I noted the incongruity-the clash of two worlds, the faces and voices of school intruding upon the familiar setting of home" (35) </em></div>
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<em>"The special feeling of closeness at home was diminished by then. Gone was the desperate, urgent, intense feeling of being home; rare was the experience of feeling myself individualized by family intimates. We remained a loving family, but one greatly changed. No longer so close; no longer bound tight by the pleasing and troubling knowledge of our public separateness" (36) </em></div>
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<em>"My mother! My father! After English became my primary language, I no longer knew what words to use in addressing my parents. The old Spanish words(those tender accents of sound) I had used earlier-mama and papa-I couldn't use any more. They would have been too painful reminders of how much had changed my life" (37) </em></div>
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<em>"But my father was not shy. I realized, when I'd watch him speaking Spanish with relatives. Using Spanish, he was quickly effusive. Especially when talking with other men, his voice would spark, flicker, flare alive with sounds. In Spanish, he expressed ideas and feelings he rarely revealed in English. With firm Spanish sounds, he conveyed confidence and authority English would never allow him" (37-38)</em></div>
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<em>"I would have been happier about my public success had I not sometimes recalled what it had been like earlier, when my family had conveyed its intimacy through a set of conveniently private sounds" (38) </em></div>
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<strong>Coming from other students blogs in the class that helped me find the main idea of this article:</strong> </div>
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1.) From Erika's</div>
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blog, I really liked her <a href="http://fnederikalincoln.blogspot.com/2014/09/aria-rodriguez-teaching-multilingual.html">Connection </a>she used; </div>
<em></em><div class="irc_mutc">
<em>I remember on my first day of first grade, I was seated next to an unfamiliar face. I looked at the boy's name tag on his desk and saw that his name was Achille. As I tried to speak to him and get to know him better, I realized that he became overwhelmed and began to cry. I later in the day found out that he was a new student from France and that he knew no English. As the year went on, he became more familiar with the English language, he accounted it to the fact that his parents also made an effort to speak English at home. Within a couple years of being at our school he became fluent in English and even admitted to not remembering a lot of French. It was apparent, that that </em><span style="text-align: center;"><em>much like Rodriguez that even though he knew that he needed to speak English to be successful in America, he passionately missed his French roots.</em> </span></div>
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<span style="text-align: center;">2.) <a href="https://www.youtube.com/watch?feature=player_detailpage&v=zbcRQYMRqD0">https://www.youtube.com/watch?feature=player_detailpage&v=zbcRQYMRqD0</a></span></div>
<div class="irc_mutc">
<span style="text-align: center;"> (<a href="http://fned346karissas.blogspot.com/2014/09/rodriguez-reflection.html">Karissa's Blog )</a></span></div>
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<span style="text-align: center;">3.) "bilingual educators say that children lose a degree of 'individuality' by becoming assimilated into public society. But the bilinguists simplisticlaly scorn the value and necessity of assmilation. They do that seem to realize that there are two ways a person is individualized. So they do that realize that while one suffers a diminished sense of private individuality by becoming assimilated into public society, such assimilation makes possible the achievement of public individuality." (Rodriguez, 39)<br />(<a href="http://lindseyfned346.blogspot.com/2014/09/rich-heard-rodrigues-aria.html#comment-form">Lindsey's Blog )</a> </span></div>
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<span style="text-align: center;">4.) "Without question, it would have pleased me to hear my teachers address me in Spanish when I entered the classroom. I would have felt much less afraid. I would have trusted them and responded with ease."(34) (<a href="http://amariorenzi.blogspot.com/2014_09_01_archive.html">Anthony's Blog )</a> </span></div>
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<span style="text-align: center;">5.) "Those <i style="mso-bidi-font-style: normal;">gringo</i> sounds they uttered <!--[if gte mso 9]><xml>
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<![endif]-->startled me. Pushed me away. In that moment of trivial misunderstanding and profound insight, I felt my throat twisted by unsounded grief”. (35) (<a href="http://gdemedeirosfned346.blogspot.com/2014/09/aria-rodriguez-argument.html">Gianna's blog</a> )</span><span style="text-align: center;"></span></div>
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Anonymoushttp://www.blogger.com/profile/10054401579248044148noreply@blogger.com0tag:blogger.com,1999:blog-7346820583365342660.post-8753536099301112092014-10-16T13:41:00.002-07:002014-10-16T13:41:41.077-07:00In The Service of What? The Politics of Service Learning, Joseph Kahne and Joel Westheimer- Reflection<br /><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXpGvjtk55tBzpAdEF8jmvlXjlXW1b52B9na6H2NPMc0oMTL7oZGTrGgZQj8dOp9gyxmWeWlrkL15ZvInk04TLJ-5PaROsfWN-YCPMJ9KaWwV5jlouQJDOceqnS_QsDBDSIFk7Dv_DgDxL/s1600/BP.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXpGvjtk55tBzpAdEF8jmvlXjlXW1b52B9na6H2NPMc0oMTL7oZGTrGgZQj8dOp9gyxmWeWlrkL15ZvInk04TLJ-5PaROsfWN-YCPMJ9KaWwV5jlouQJDOceqnS_QsDBDSIFk7Dv_DgDxL/s1600/BP.jpg" height="219" width="400" /></a></div>
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This
weeks reading, “In the Service of What? The Politics of Service Learning” by
Joseph Kahne and Joel Westheimer looked at the benefits and affects the service
learning projects have on a society and how important it is for students to get
an opportunity to experience service learning, which I completely agree with.
Service learning gives you a whole new outlook and breaks down the perceived stereotypes
that are initially there. <a href="http://www.epa.gov/osw/education/pdfs/svclearn.pdf">Here</a> is a list of some great service project ideas created by educators. This list varies from working with animals, to helping the environment to tutoring children and working with people of a different race and poverty (Which is the focus of our own service learning project for this class). This list shows there is something for any student to do and they have options!<br />
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When I
was in ninth grade a requirement was a community service learning project. I
chose to volunteer at a soup kitchen once a week. I remember being super into it and I wasn’t
just doing it for a grade after as I continued doing it until Junior year. I
feel like I learned a lot about who I
was helping as I got to know some of the regulars who would go every time this
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This
weeks article had an example of Middle School Class Service Learning Project
where they volunteered at a school in a “poor neighborhood”. I am curious as to
what type of neighborhood these students were working at. Is it like the
neighborhoods we see from our service learning projects or could it have been to the extreme as to the
neighborhoods that Jonathan Kozol has described which is how the kids made it
seem when they said, they were expecting the worse, “horrifying children
running around on a dirty campus." They had expected them to be
"rude, tough, noisy, and very unfriendly," and they even thought they
would be "mean, gang-related blacks". What is worse is they got these
ideas from their parents. Although their parents played a big role in their
thoughts I bet the media did too because that is where the stereotype comes
from these days. Last weeks reading proved that Disney cartoons even had these
messages so even at a young age they get that idea in their head. After the
visit the middle school students were shocked how well behaved and friendly which is one of the over all goals for
any service learning project. In the end you break down those stereotypes that
have been put on them! <o:p></o:p></div>
Anonymoushttp://www.blogger.com/profile/10054401579248044148noreply@blogger.com3tag:blogger.com,1999:blog-7346820583365342660.post-75147689589640387432014-10-12T08:47:00.002-07:002014-10-12T08:47:47.430-07:00Unlearning the Myths that Bind Us, Linda Christensen-Hyperlinks<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: 'Times New Roman', serif; font-size: 13.5pt;">Linda Christensen's
"Unlearning the Myths that Bind Us" article focuses on today's
society and how children aren't getting the right messages from cartoons.
Christensen claims that Disney shows many stereotypes including ethnicity,
race, gender and image especially with <a href="http://www.urbandictionary.com/define.php?term=Disney+Princess&defid=5504313"><span style="color: blue;">Disney Princesses</span></a>. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 13.5pt; line-height: 107%;">In one time or another every little girl has wished to be a Disney
Princess but these are the messages that little kids are getting from Disney
Princessess and even Prince's! This article starts out by saying, "I was
nourished on the milk of American Culture" Which made me think back to
S.C.W.A.A.M.P and these princesses in the image above focus on the pretty and
white categories that the little kids want and have. Yes there are Disney Princesses but like the article said those are newer ones. The princesses in the image above are the older ones and the classic Disney princesses who are still around today. I think that it's interesting that Christensen's student makes the connection after that, "Women who aren't white begin to feel left out and ugly because they never get to play the princess".</span></div>
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"If you ever wonder why disney tales all end in lies" This gives you a whole different look on Disney movies and makes you realize it isn't really a happy ending. It makes me question should Disney send out these messages to kids instead of the the messages in the pictures posted above? </div>
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An issue I had with this article, and in order to get a man you need to be pretty and skinny. Just recently Frozen came out where you see the message that no man needed to save them. Although most disney Princesses send the message that getting a Prince is the goal, this video shows us "you don't need a man" </div>
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But today girls still think they need to find that man, <a href="http://www.askmen.com/top_10/dating/top-10-traits-attractive-women-look-for-in-a-man.html">here</a> is an article I found on traits women look for in a man. Even though they know Prince Charming Doesn't exist they still have a little bit of hope!</div>
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Anonymoushttp://www.blogger.com/profile/10054401579248044148noreply@blogger.com3tag:blogger.com,1999:blog-7346820583365342660.post-15867439065310076312014-10-05T19:22:00.002-07:002014-10-05T19:22:34.091-07:00Gerri August,Safe places-reflection <span style="font-family: 'Times New Roman', serif; font-size: 13.5pt; text-indent: 0.5in;">More so then the other
articles we have read thus far into class, this weeks article really exposed me
to a new perspective, as the topic of the LGBT community is something that
people try to avoid talking about especially in the school setting. I remember
the first time I was exposed to a gay couple was when I was in high school and
these two girls were kissing in the hall. I remember staring out of curiosity
because it was something I wasn’t exposed to before. I found this article
really interesting and it gave a powerful message on </span><span style="font-size: 13.5pt; text-indent: 0.5in;">why we need to integrate LGBT into society</span><span style="text-indent: 0.5in;">.</span><br />
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<span style="font-family: 'Times New Roman', serif; font-size: 13.5pt;">To help break down the
article I used the reflection questions and thought about experiences in my own
life and other articles that we have looked at. So for this weeks blog post I
thought I would share some of my answers to the reflection questions. <o:p></o:p></span></div>
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<br /></div>
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0.0001pt 0.75in; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: 'Times New Roman', serif; font-size: 13.5pt;">1.)<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><!--[endif]--><span style="font-family: 'Times New Roman', serif; font-size: 13.5pt;">What messages did you receive about the LGBT
community when you were in school? Which messages were explicit, which were implied?
<br />
<br />
We talked a lot about privilege in class, and one of the privileges that gives
you all the power is being heterosexual, so that is the “norm”. This goes back
to SCWAAMP. I think teachers just assume that everyone is straight and they try
and avoid talking about same sex couples. Until reading this article it didn’t
come to my mind just how unrecognized the LGBT community was. One of the after
school clubs at my high school was LGBT, but it was barley recognized. In the
morning announcements, there would be updates for every other club but never
anything about the LGBT club. It also never got a page in the high school year
book. Although there was a club for the LGBT community it went unrecognized by
everyone else. Like in the article how students had to hide their sexuality
from their professors. <br />
<!--[if !supportLineBreakNewLine]--><br />
<!--[endif]--><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0.0001pt 0.75in; text-indent: -0.25in;">
<!--[if !supportLists]--><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwKD4SWaXEcz03k3MfrYKpa-TF0aTp1Cj5MYYfYsxRr781oT5UKRPxwrarqQbKsMk4wCuoPq_1rHVwtTOAvbydXDL_yczTJeaPeN1c-XSaUHhbxzkpLU8PIUEjlfwdcRO7flKk4uLKKM11/s1600/Tangopenguin.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwKD4SWaXEcz03k3MfrYKpa-TF0aTp1Cj5MYYfYsxRr781oT5UKRPxwrarqQbKsMk4wCuoPq_1rHVwtTOAvbydXDL_yczTJeaPeN1c-XSaUHhbxzkpLU8PIUEjlfwdcRO7flKk4uLKKM11/s1600/Tangopenguin.jpg" height="247" width="320" /></a><span style="font-family: 'Times New Roman', serif; font-size: 13.5pt;">2.)<span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><!--[endif]--><span style="font-family: 'Times New Roman', serif; font-size: 13.5pt;">As an educator, can you identify opportunities
to incorporate LGBT voices into your curriculum? What would you need to take
this step?<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 0.0001pt 0.75in;">
<span style="font-family: 'Times New Roman', serif; font-size: 13.5pt;"><br />
This article, as well as the Aria article showed me how teachers play a big
role in influencing students about their choices. It was shown in the Aria
article when his teacher came to his house to tell his parents him to speak English
and then again shown in this article when a Spanish professor marked an answer
wrong because it wasn’t masculine form and also the professor who ignored a
student. Do educators have the right to ignore them, do you think they even
know they are doing it? I don’t like how these students are getting bullied by
their peers and in a way their teachers too. My friend showed me about this article <a href="http://www.bbc.co.uk/news/uk-england-essex-15552623">here</a>
which was about a teacher who told a student who was being bullied to “act less
gay”. This made me mad as a future intended educator! As an educator I definatley
want to incorporate LGBT voices. I liked the ideas the article gave about using
different books and as a teacher I would talk about it positively! Especially
little kids they have questions about people with two moms or two dads and
especially during this time it should be acceptable to bring up in class. I
would use props, like the flag and talk about differences in people. <o:p></o:p></span></div>
Anonymoushttp://www.blogger.com/profile/10054401579248044148noreply@blogger.com5tag:blogger.com,1999:blog-7346820583365342660.post-66764766142163124242014-09-27T08:09:00.001-07:002014-09-27T08:09:25.540-07:00Richard Rodriguez Aria- Argument<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgH_kvGBc5WkllUsUgBK2wX5oLDlinhYvbA9fRuPt0lUaHKgUZsR61Gcot7g_UHEx_ZXNkLtD1tqSF9IfMl6SfiJfcjs16xb3yHyOlg_QUeidywxv_Q8_sojauChk0B-tc2P4X9bZRYWIHo/s1600/ESL.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgH_kvGBc5WkllUsUgBK2wX5oLDlinhYvbA9fRuPt0lUaHKgUZsR61Gcot7g_UHEx_ZXNkLtD1tqSF9IfMl6SfiJfcjs16xb3yHyOlg_QUeidywxv_Q8_sojauChk0B-tc2P4X9bZRYWIHo/s1600/ESL.jpg" /></a></div>
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<i>Which students is english not their first language? </i></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 107%;">Rodriguez makes a
strong argument when he says, “children lose a degree of ‘individuality’ by
becoming assimilated into public society” (38). He shares his experience about
when he was a boy and his teacher asked his parents if they can speak English
at their homes because it will help their kids do better in school. I know some
people who have different backgrounds say they don’t know their first language
because their parents also became Americanized and spoke English at home but it
was the parents’ choice. The other article we looked at this week, “Teaching
Multilingual Children” taken from Virginia Collier’s book, talked about how to
include multilingual students and how it was a great opportunity for both the
teachers and students and there are different ESL programs that offer students
the extra help and attention. The article said, “Young children should be
permitted to speak the language they know best” (229). Going back to
Rodriguez’s article, Do teachers like the one that Rodriguez had, have the right
to tell the parents that or is that overstepping boundaries in how involved
teachers get with certain families? As his parents followed his teachers
request Spanish soon became something that Rodriguez soon didn’t recognize,
“One Saturday morning I entered the kitchen where my parents were talking
Spanish. I did not realize that they were talking in Spanish however until, at
the moment they saw me. I heard their voices change to speak English” (35). It
was sad to see that this made Rodriguez lose touch with his heritage and his
family. Because they became more Americanized and especially because his father
struggled with English his family began to talk to each other less and less. I
found an interview on YouTube, with <a href="https://www.youtube.com/watch?v=zbcRQYMRqD0">Rodriguez</a>. In this video he speaks perfect
English and you can’t hear a hint of his Spanish background. <o:p></o:p></span></div>
<br />
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<span style="font-family: Times New Roman, serif; font-size: small;"><span style="line-height: 107%;">Students like Rodriguez
were at a disadvantage and even after he started speaking English, he still
seemed discouraged as a student and was questioning why him, why </span></span><span style="font-family: Times New Roman, serif;"><span style="line-height: 17.1200008392334px;">couldn't</span></span><span style="font-family: Times New Roman, serif; font-size: small;"><span style="line-height: 107%;"> his
peers learn his language. When I was a sophomore in high school, there was a
bunch of ESL students in my history class. These kids should have already
graduated and I feel like they </span><span style="line-height: 17.1200008392334px;">didn't</span><span style="line-height: 107%;"> care about the work because English </span><span style="line-height: 17.1200008392334px;">didn't</span><span style="line-height: 107%;"> come as easily to them. I found online ideas how to help <a href="http://www.eslpartyland.com/teaching-esl-student">ESL students</a>. <o:p></o:p></span></span></div>
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<span style="font-family: Times New Roman, serif; font-size: small;"><span style="line-height: 107%;"><br /></span></span></div>
Anonymoushttp://www.blogger.com/profile/10054401579248044148noreply@blogger.com3tag:blogger.com,1999:blog-7346820583365342660.post-71107920691945781422014-09-20T09:45:00.001-07:002014-09-20T09:45:58.364-07:00Peggy McIntosh, White Privlege:unpacking the invisible knapsack- Connections<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi35yTHY-TnOynZL02XbF7oSgt5ra2L4ly5ZL5TlxblAl4dfqXE0DQ7W27QJtw8T6jaL44ifi5JMrPCayVOFyiepUD2aZdJ4T-Ngeu0DlRv1X6_KlLe10rKol1ElWj-guMLGA-1cY-E19Cv/s1600/Blog+post.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi35yTHY-TnOynZL02XbF7oSgt5ra2L4ly5ZL5TlxblAl4dfqXE0DQ7W27QJtw8T6jaL44ifi5JMrPCayVOFyiepUD2aZdJ4T-Ngeu0DlRv1X6_KlLe10rKol1ElWj-guMLGA-1cY-E19Cv/s1600/Blog+post.jpg" height="400" width="309" /></a></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; mso-fareast-font-family: "Times New Roman";">As I was searching a picture of the
author, Peggy McIntosh from this week’s article, “White Privilege: Unpacking
the Invisible Knapsack” I found this, which is someone’s response to the
article. After seeing this image, I thought about this question, “is white skin
really fair skin?” and with the help of this article along with Salim
Muwakkil’s “Data show racial bias persists in America” and Allan Johnson’s
“Privilege, Power and Difference” article I have come to the conclusion that,
although we may not realize it, white people are really privileged in some ways
that white people don’t really see, but everyone else sees. During the summer
when I was younger my family would do the <a href="http://www.freshair.org/host-a-child">Fresh Air Program</a> where we would
get a kid from New York come and stay with us for two weeks during the summer.
This program was free for them to sign up for and would give these kids an
opportunity to get out of the City. I thought it was crazy how this girl we had
would always complement my house and how big it was and how long she would make
like $50 that my parents would give her for spending money last, and at the end
of those 2 weeks, whatever she had left over from it she would ask if she could
take it home and give the rest to her mom. When my parents gave her money I
would get so mad my parents weren’t giving me spending money. I know I never
realized all the privileges I had that these articles that we have looked at has
shown me. <o:p></o:p></span></div>
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</div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span>Well
I was reading this article I thought back to Johnson’s Article and the line he
kept repeating, “As a white male heterosexual, I have it easier”. According to
Johnson he see’s fair skin the same way McIntosh sees it, as white skin being
fair skin. These two authors both included similar lists of privileges that
white people have. These lists were really eye opening, I know I don’t tend to
look at some of the things and I know that I don’t have to worry about it
because I am white. Some of these things I know I just often tend to skip over
like one of the things in McIntosh’s blog was #26 on the blog and the word “Flesh”
in referring to make up cover up. This went back to also the skin colored band
aids in Johnson’s list. It is really easy for me to find cover up for myself
but when I am buying cover up I don’t see many options for people who aren’t
white but I never really thought about that. </span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"><o:p> Another thing that Johnson's article McIntosh's article and another article by Salim Muwakkil all had was when it talked about black people trying to find jobs and although they may be more qualified then the white applicant the white applicant gets the job over the black applicant and this goes for promotions at work as well. I never really thought about that until it was brought up in class with Jose having to Americanize his name and getting called back for interviews when he became Joe. It's sad that it's 2014 and black people are still being treated like this. These articles really made me realize that yes white skin is fair skin. </o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span><o:p></o:p></span></div>
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<br />Anonymoushttp://www.blogger.com/profile/10054401579248044148noreply@blogger.com5tag:blogger.com,1999:blog-7346820583365342660.post-25060868485892033682014-09-14T11:51:00.002-07:002014-09-14T11:51:59.210-07:00Jonathan Kozol, Amazing Grace-quotes<a href="http://www.jonathankozol.com/">Jonathan Kozol </a> <span style="text-indent: 0.5in;">“Amazing Grace”
article described a poor neighborhood in New York. Kozol’s
article informed me that neighborhoods like this really do exist and then gave
me the idea on what the living conditions were really like and how the people
who lived there managed to live. I am including some research I did on South
Bronx which is one of the neighborhoods what it’s like to live where this
article takes place today, <a href="http://www.zillow.com/local-info/NY-New-York/South-Bronx-people/r_343217/">South Bronx Today</a>. Today South Bronx, is very
similar to the information we got from the article and South Bronx is still a
place for poverty and people of color. To show you how I understood these
neighborhoods and the people of these neighbor hoods by giving examples of a
few quotes and how I interpreted them </span><span style="text-indent: 0.5in;"> </span><span style="text-indent: 0.5in;"> </span><br />
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<o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
This article told a lot about
illness and how these people were treated in their homes and in the hospitals
due to their illnesses. These people were not giving the proper care that they
needed, and often didn’t even bother going to the hospital. One example from
the text is, <i>“‘It’s the difference
between terrible and worse than terrible’ she says. The time before, when I had
a fever, my doctor said I had pneumo</i><i style="text-indent: 0.5in;">nia. I waited in the emergency room for two
days to be admitted” (16). </i><span style="text-indent: 0.5in;">These people from these neighbor hoods had a lot
of health issues aids was a big one and they weren’t taken care of which is why
a lot of these people didn’t bother going. It is ridiculous that people had to
wait that long to be looked at by a doctor. I know that when I get sick it is
easy to make an appointment and to be seen by that doctor in that same day. The
medicine is also available right away as well.</span></div>
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<o:p></o:p></div>
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This article mentioned deaths of
children. All of the deaths were tragic because of how they lived and how they
were brought up and raised they got into bad habits including drugs. One
example of this is<i>, “Cop says, ‘I’m sorry
to tell you this. Your son is a crack addict.’ He sold every stitch of his
clothes even his underwear. A few months later he was dead…” (14).</i> In this
neighborhood these kids all get involved with drugs even if they had a lot
going for them like this kid for example who was a senior and had a scholarship
to play football. From what I got out of this article most these kids aren’t
given an opportunity like these kids are introduced to it early on. It’s crazy how
once you hit middle school, schools usually teach us about these drugs and how
to say no. Stories from this article like this one is are stories that we hear
teachers speak of. <o:p></o:p></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrGQ1SifMFodt8-lS8TPypYnedgrQ0QF3NJAEvWUT8ZXJlP89zaY-c_r51YS-sP04ZTCF_Lk8t-UH_XcwParz89TAFKaHeXzTLoOm_TpmJKk8HuNAhJNtPXQNj0QyMuQC8eEEb-uASuPTU/s1600/St_Ann_ch_01.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrGQ1SifMFodt8-lS8TPypYnedgrQ0QF3NJAEvWUT8ZXJlP89zaY-c_r51YS-sP04ZTCF_Lk8t-UH_XcwParz89TAFKaHeXzTLoOm_TpmJKk8HuNAhJNtPXQNj0QyMuQC8eEEb-uASuPTU/s1600/St_Ann_ch_01.jpg" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><div class="MsoNormal" style="text-indent: .5in;">
The first two quotes I chose to
write about were realistically what it’s like to live in these neighborhoods
like South Bronx. This church is the center of these neighborhoods and the only
place people from this neighborhood feel safe. As you can see from this picture
people are gathered, kids are sitting down talking and playing games. Everywhere
else in South Bronx people aren’t acceped, <i> “People who don’t live here come and dump
things they don’t want: broken televisions, boxes of bottles, old refrigerators,
beat up</i> cars, <i>old pieces of metal,
other lovely things” (11).</i> People who live in this neighborhood just let
people to continue to leave their trash there, that is how they get some of
their things as well. South Bronx is the neighborhood of poverty and violence
in New York. It’s sad that the people who lived there weren’t supposed to leave
and are hated on by everyone around them. <o:p></o:p></div>
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Anonymoushttp://www.blogger.com/profile/10054401579248044148noreply@blogger.com3tag:blogger.com,1999:blog-7346820583365342660.post-61452984922106784602014-09-12T08:21:00.005-07:002014-09-12T08:21:50.492-07:00Intro <span style="background-color: white; color: #666666; font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 13px; line-height: 18.4799995422363px;">Hi, </span><br style="background-color: white; color: #666666; font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 13px; line-height: 18.4799995422363px;" /><span style="background-color: white;"><span style="color: #666666; font-family: Trebuchet MS, Trebuchet, Verdana, sans-serif; font-size: x-small;"><span style="line-height: 18.4799995422363px;">My name is Alyssa Downing! This summer I worked alot at my towns after school programs summer camp I was in the first grade room and I loved it. I had weekends off so that was a plus! I went to some concerts, Luke Bryan, Beyonce and JZ and Drake! I visited the Cape and Rhode Island a lot and went to Myrtle beach where I went para-sailing for the first time which was a lot of fun!</span></span></span><br />
<span style="background-color: white;"><span style="color: #666666; font-family: Trebuchet MS, Trebuchet, Verdana, sans-serif; font-size: x-small;"><span style="line-height: 18.4799995422363px;"><br /></span></span></span>
<span style="background-color: white;"><span style="color: #666666; font-family: Trebuchet MS, Trebuchet, Verdana, sans-serif; font-size: x-small;"><span style="line-height: 18.4799995422363px;">I am taking this class because I am an early childhood education major and it is needed to get into the program (I WISH THIS WAS ONE OF THE ONLY REQUIREMENT to get in the program!) I'm really excited for this class and can't wait to start going to the schools! </span></span></span><br />
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<span style="background-color: white; color: #666666; font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 13px; line-height: 18.4799995422363px;"> </span>Anonymoushttp://www.blogger.com/profile/10054401579248044148noreply@blogger.com1