Blog Post #4 "Why Intersectionality Can't Wait"

 Blog Post #4 

"Why Intersectionality Can't Wait"

By: Kimberly Crenshaw 

Connections

    As I read Why Intersectionality Can't Wait, I was able to connect this reading to Privilege Power and Difference by Alan Johnson. The main idea that both these readings share is the topic of discrimination. For example, both Johnson and Crenshaw put an emphasis on it being a white man's world. In Privilege Power and Difference, Johnson tells us about a discussion he once had with his African American coworker who was also a woman. He tells us that he has never experienced the type of discrimination that she has had to undergo. This feeling of not being able to understand makes Johnson feel uncomfortable. We see this type of discrimination within Why Intersectionality Can't Wait. For example, Crenshaw discusses that black women were dismissed in the courts because the court believed that "black women should not be permitted to combine their race and gender claims into one". This is the exact discrimination that Johnson has never had to experience within his everyday life. However, it is the same discrimination that his friend has experienced throughout her entire life.

    Why Intersectionality Can't Wait, can also be compared to The Silenced Dialogue by Lisa Delpit. Once again both of these readings discuss that discrimination is still a very prevalent issue within today's society. However, these two readings can also be connected through another idea. This idea is the belief that discrimination can occur through kindness. Delpit believes that oppression can arise out of warmth, friendliness, and concern. Crenshaw mentions that many people are "all talk and no action." This means that we have been talking about racial inequality forever, but we still do not live in an equal society. I believe that both of these authors argue that some "kind" people still discriminate.

Point to Share for Class:

What can be done in order to stop the "all talk and no action"? As future teachers how can we make sure that we are not accidentally discriminating against our students through kindness? Through warmth? Through friendliness? Through concern? How can we make a change?

Women's rights are far too often dismissed by society. How can we abolish this? What can we do for women's liberation?

The video that I attached is Kimberly Crenshaw's ted talk about intersectionality.

https://www.ted.com/talks/kimberle_crenshaw_the_urgency_of_intersectionality?language=en 

Blog Post #3.5 "What to Look for in a Classroom"

Blog Post #3.5

What to Look for in a Classroom

By Alfie Kohn

 In this week's reading, Kohn argues about the differences in what makes a good classroom and what makes a not so great classroom. His chart lists several examples which happen in everyday life. Some aspects of the chart include a classroom's physical features. For example, the room's furniture and walls. Kohn argues that classrooms that are decorated with the student's art make for a healthier and happier classroom environment. Whereas a classroom that is plain and not decorated will not be as good as an environment to grow and learn in. As the chart continues, Kohn lists other "good signs" that every classroom should have. In my opinion, a very important argument that Kohn stressed is the teacher's voice. I believe that the teacher's attitude along with her voice can make or break a student's ability to learn. In fact, this is something that I have experienced on a personal level and many of my peers have as well. He argues that teachers should be respectful, genuine, and warm. I believe that at the center of learning lies the relationship between the student and the teacher. Kohn also argues that student participation and involvement have impacts on making a good classroom environment. For example, it is important for students to participate in class discussion. A great way for children to learn is to be able to try and use their own voices. This not only applies to younger students, but also to us college students. Active participation and group work can help to raise the confidence of a student. 

Important Point for Class:

I think we should discuss the importance of the relationship between a teacher and a student. As I previously stated, this relationship can either make or break the student’s drive to learn. How can we prepare ourselves to become teachers who form these positive relationships? Suggestions? Can we use our student knowledge towards strengthening our teacher identity? Does a good student equal a good teacher? 

The link below is a video that I had to watch for my Education Psychology class.

In the video, educators are asked the question: What makes good teaching?

Many of their answers are passionate and coincide with Kohn’s arguments. 

https://www.gse.harvard.edu/ideas/usable-knowledge/14/11/what-makes-good-teaching 

Thoughts/Summary on the Video:

I found the video to be very educational.

I found it interesting to learn about the tangible vs.

intangible culture. The tangible culture consists of the arts,

crafts, and music. While the intangible consists of values, beliefs, andfeelings. 

Blog Post #3 Amazing Grace By: Jonathan Kozol

 Blog Post #3

Amazing Grace

By: Jonathan Kozol

Reflection

    After reading Amazing Grace, I was able to take what Kozol shared and use it to reflect on my own personal experiences and life. Kozol discusses children who grew up in the South Bronx, the poorest school district in America. As you continue the reading, you learn about these children's lives and struggles. The children and adults that Kozol came in contact with are victims of drugs, violence, and poverty. Due to the environment they are victim to, the children feel a sense of hopelessness. At times they even feel "abandoned" or "forgotten". 

    As I read, I realized that these children's hurdles were never something that I had to jump. Growing up, I was fortunate enough to never experience the hardships that these children face on a daily basis. I attended private school all the way from pre-k to my senior year of high school. I'm sure that throughout my schooling experience, I had ups and downs, but there was never a time where I felt "hidden". Nor was there ever a time where I felt trapped in a cage. 

    Although my experiences cannot relate to the children of the South Bronx experiences, this reading further strengthened my belief that there is still discrimination within the school system. Just because not every child has the same opportunity to attend private school does not mean they should have to fall victim to their environment.  Instead of dismissing children, we need to hear their voices. We need to stop making the assumption that because they grew up this way...they will always be this way. No, rather we should strive to strengthen our communities for the sake of our youth. 

Point/Question to Share in Class:

• Change is not something that happens overnight, but how can we in our own communities help children who struggle with these hurdles? How do we make sure our future students do not become victims of their environment? How can we be better citizens?

• In America, students only make up roughly 23% of the population. However, they are 100% of the future. 

This is a video of Kozol being interviewed.

​​ https://www.youtube.com/watch?v=wjUlyvWL3CQ   

Blog Post #2 Delpit, "The Silenced Dialogue and Overview Handout

 Blog Post #2

The Silenced Dialogue/Overview Handout 

By: Lisa Delpit

Arguments 

    In the article, Delpit argues that there is discrimination within the school system.

    This is a powerful argument because unfortunately there is still discrimination in today's society and within our schools systems. For example, there are many students who do not use English as their primary language when they are at home. However, when these children come to school, there is an assumption that they will not only speak English, but they will speak it well. This assumption can be very harmful because while some children are just coming to school to learn, children of color and different cultures not only have to learn the material, but they are required to learn it in english. It is because of circumstances like this that children become victims of a culture of power. A requirement like this denies students of their own knowledge and overall disempowers them. Instead of forcing children to learn in only one way, we need to change the way we teach. It is not the children who need to change, but the school system. As a society, we need to provide teaching strategies that work for ALL children. 

In this article, Delpit argues that oppression can arise out of warmth, friendliness, and concern. 

    Delpit's argument is powerful because she makes it known that sometimes the people who say they are helping to make change, are really the ones attempting to make sure things stay the same. For example, when discussing discrimination to a white person in power, they listened, but they did not hear what had to be said. They acknowledge this plea, but do not do anything to make a difference because it does not affect them. To not acknowledge that they have power, ensures that the power status quo remains the same. Due to circumstances like this, it is important to have adults who share the same cultural backgrounds as the students, have a voice in what is best for them. Adults of these backgrounds should be allowed to participate in discussions about the child's best interest. How can they know what is best for culturally diverse students if they themselves are not culturally diverse? 

In this article, Delpit argues that students must be allowed the resources of the teacher's expert knowledge, while being helped to acknowledge their own "expertness" as well.

    This argument is relevant because it is important that students of different cultural groups have the right to their language style. Many of these children's parents were also victims of the culture of power. Instead of trying to diminish cultural diversity, we need to embrace it. As a society, we need to stop forcing people to fit into boxes. There should not be a standard that the only way to learn is the "english" way. It is important to empower students with this reality in order for them to create a better future.  

Reflection to Share in Class:

As a future educator, I want to know what I can do to help culturally diverse students. How can I make sure that I am not ignorant of the power status quo? I want to be a teacher who not only listens, but one who hears my students. Instead of pretending that gatekeeping does not exist, I can acknowledge that it does and therefore help students pass through them. This article further confirmed my beliefs that I want to be a teacher who advocates for ALL children. I want to make their voices heard in my future classroom.

This is a very motivational video that resonates with me. 

It will have you rethinking the school system.

https://www.youtube.com/watch?v=dqTTojTija8