I am currently in the heat of final papers and the final moments of student teaching for the month and so, I am stepping away from this blog until early January. Peace and Blessings.
kb
Wednesday, December 12, 2012
Saturday, December 8, 2012
Using Twitter to Teach about Power, Race, and Privilege
Two weeks ago, I gave the students
in one of the African American History classes a two-day project titled “Power
and the Media.” On day 1, students were expected to find three articles related
to power and privilege. It could be about anything, just as long as it related
to either of the two aforementioned topics. On day 2, I played three media
clips and students live tweeted as we also discussed the content and concepts
of the clips.
I’ll just present directions for
day 1/ part 1 to give a bit more clarification:
Before beginning: Mr. B will post all of the twitter accounts
for members of the classroom. You will follow the twitter accounts of everyone
in the classroom.
Part 1: Exploring the Media
Find three online articles that reflects either power dynamics
or privilege.
1. Tweet the link of the article.
2. Write three tweets explaining how your article reflects power
dynamics and/or privilege.
3. If necessary, respond to tweet mentions/ responses that you
receive.
4. Read at least 3 other articles posted by your classmates. For
each article, respond with one question that you have about the article and how
it relates to power/privilege.
5. Continuously tweet and respond to classmates. Do not delete
your account or tweets. Your TL (timeline) will be assessed by Mr. B.
Doing the minimum will earn each student a C/ B. Being continuously
engaged and doing more than what is asked will result in engaging classroom
dialgoue and will likely result in a higher mark.
I
have to say, I think this project went incredibly well. Nearly all of the
students posted topical articles and there was frequent communication and
debate via twitter. The students handled the assignment very maturely. I
scaffolded this project with a one-day student/group led lesson on respect and
bullying. I hope to use twitter in the future to direct lessons and to
encourage participation among students, for example, who do not normally
participate out loud in class.
I
think the project allowed students to explore topics that they were interested
in, with regards to race. My hope was that if students could explore the
concept of power and privilege within a topic of interest, that they would gain
a greater conceptual understanding of both ideas and be able to consider them
when talking about race. Day 2 seemed to be indicative of my goal becoming a
reality, as many of the students tweeted very complex, nuanced and advanced
tweets on what was very difficult material (I played clips from Bamboozled and
American History X (edited) for them. In the end, it seems as if twitter was
effective in carrying out my goals for this lesson and ultimately, this unit.
Tuesday, December 4, 2012
A Special Shout Out: Xixi!!!
If you've read my latest posts or if you've had a conversation with me over the past month or so, you know that my life is crazy hectic. With a fair share of good, there has been a fair share of bad. However, there is one friend of mine who has been fantastic over the past couple of weeks. Actually, there have been quite a few (which range from my super talented classroom mentor at SLA to one of my closest AKA skee-wee, oh-so-pretty friends to my patient, chill roommate). However, there is one in particular who deserves a shout out by name.
A coworker/ friend at GSE has been incredibly amazing over the past couple of weeks. You may know her. You might have checked out her blog, as it is hyperlinked above. Her name is Xixi and she's incredible. Seriously, she's been super nice, caring, and just a great friend. I'm not just saying this because she approves my hours and can potentially give me the boot from this GA position. I'm saying this because she's performed kind deeds and kind deeds deserve recognition.
And so, I salute my wonderful friend Xixi
A coworker/ friend at GSE has been incredibly amazing over the past couple of weeks. You may know her. You might have checked out her blog, as it is hyperlinked above. Her name is Xixi and she's incredible. Seriously, she's been super nice, caring, and just a great friend. I'm not just saying this because she approves my hours and can potentially give me the boot from this GA position. I'm saying this because she's performed kind deeds and kind deeds deserve recognition.
And so, I salute my wonderful friend Xixi
Sunday, December 2, 2012
Principal's List
All of my little cousin's made Principal's List! My family is so excited for them and are celebrating their hard work and academic successes.
Of late, I've thinking about whether or not we should celebrate the fact that they are getting straight As. While academic marks are often indicative of many positive qualities such as organization, drive, and intellect, they aren't always an accurate reflection of learning. I spent some time today talking to an auntie and one of my cousins about the incredible work that she has produced last marking period and it is clear that she has learned a lot. However, I am not sure if any of us has actually celebrated her learning in the same way that we celebrated her As.
What would it look like to celebrate learning? How could we, as a family, celebrate the expansion of intellectual facilities among the youngins at home? And backtracking just a tad, I'm also wondering if it is even a bad thing to celebrate their academic accomplishments via report cards.
All of these little kiddos put 100% into their work. They come home everyday and the first thing they do is take out their folders and complete their homework for the night. They are very diligent and organized with all of their work. Most importantly, they are aware of their facilities but remain humble in their talents and accomplishments. I think they deserve a reward and report card time is a good way to receive it. I'm just wondering what does this do for their perception and value of learning.
Thoughts?
Of late, I've thinking about whether or not we should celebrate the fact that they are getting straight As. While academic marks are often indicative of many positive qualities such as organization, drive, and intellect, they aren't always an accurate reflection of learning. I spent some time today talking to an auntie and one of my cousins about the incredible work that she has produced last marking period and it is clear that she has learned a lot. However, I am not sure if any of us has actually celebrated her learning in the same way that we celebrated her As.
What would it look like to celebrate learning? How could we, as a family, celebrate the expansion of intellectual facilities among the youngins at home? And backtracking just a tad, I'm also wondering if it is even a bad thing to celebrate their academic accomplishments via report cards.
All of these little kiddos put 100% into their work. They come home everyday and the first thing they do is take out their folders and complete their homework for the night. They are very diligent and organized with all of their work. Most importantly, they are aware of their facilities but remain humble in their talents and accomplishments. I think they deserve a reward and report card time is a good way to receive it. I'm just wondering what does this do for their perception and value of learning.
Thoughts?
Saturday, December 1, 2012
When It Rains, It Pours
I thought about doing a video diary for this post, but then I thought to myself- self, what if you break down and start crying in front of the camera; that isn't a good look. (That's a joke. If you know me, you know that it is nearly physically impossible for me to cry).
And so, I present to you my life over the last 10 or so days.
It's been rough, LOL.
There is a joke that I would often share with my friends in undergrad about being on the struggle bus. We'd laugh and just talk about how we were always on the bus and that it never stopped- and that we never knew where the struggle bus was going. Well, I've been driving the darn struggle bus for the past two weeks.
...and that isn't to say that things are not going well. If one were to look at my own classwork or my student teaching experiences as measures of doing well, s/he would say, oh wow- he is managing very well. And I am. But I'm not.
I won't get into too much detail, but these past couple of weeks have been the ultimate test of balancing life. As a cousin, uncle, aspiring teacher, bill payer, mentor, student, friend, boyfriend, and ____ (insert title here), there has been so much launched my way in terms of being there for other people while also doing what I need to do as a student and as someone who wants to maintain a positive personal space. Dealing with real life gets even more complicated when you're broke as a joke and your laptop crashes with all of your work...
But with all of these things (again, which are too personal to detail in this public forum) I get news that someone took the life of my grandfather following a home intrusion. http://www.myfoxatlanta.com/story/20196951/elderly-man-killed-in-deadly-home-invasion
To see and feel the effect of such a tragic event with my family members wis rough.
At the moment, I'm facing this decision of whether I should keep working in spite of everything or if I should take a break here and there and cater to my emotional facilities. So far, I've been working through everything and just grinding in spite of a lot of stuff. By the grace of God, things are working out and for this, I am incredibly thankful. I was talking to a good friend who told me, "God allows us to be broken so that we can experience fulfillment. When we experience fulfillment and blessings following a rough time, we can remember what it was like to be down while also maintaining a sense of humility when we're up."
Right not it is raining... pouring in fact, but I'm confident that the sun will shine again. :)
And so, I present to you my life over the last 10 or so days.
It's been rough, LOL.
There is a joke that I would often share with my friends in undergrad about being on the struggle bus. We'd laugh and just talk about how we were always on the bus and that it never stopped- and that we never knew where the struggle bus was going. Well, I've been driving the darn struggle bus for the past two weeks.
...and that isn't to say that things are not going well. If one were to look at my own classwork or my student teaching experiences as measures of doing well, s/he would say, oh wow- he is managing very well. And I am. But I'm not.
I won't get into too much detail, but these past couple of weeks have been the ultimate test of balancing life. As a cousin, uncle, aspiring teacher, bill payer, mentor, student, friend, boyfriend, and ____ (insert title here), there has been so much launched my way in terms of being there for other people while also doing what I need to do as a student and as someone who wants to maintain a positive personal space. Dealing with real life gets even more complicated when you're broke as a joke and your laptop crashes with all of your work...
But with all of these things (again, which are too personal to detail in this public forum) I get news that someone took the life of my grandfather following a home intrusion. http://www.myfoxatlanta.com/story/20196951/elderly-man-killed-in-deadly-home-invasion
To see and feel the effect of such a tragic event with my family members wis rough.
At the moment, I'm facing this decision of whether I should keep working in spite of everything or if I should take a break here and there and cater to my emotional facilities. So far, I've been working through everything and just grinding in spite of a lot of stuff. By the grace of God, things are working out and for this, I am incredibly thankful. I was talking to a good friend who told me, "God allows us to be broken so that we can experience fulfillment. When we experience fulfillment and blessings following a rough time, we can remember what it was like to be down while also maintaining a sense of humility when we're up."
Right not it is raining... pouring in fact, but I'm confident that the sun will shine again. :)
Wednesday, November 14, 2012
TAG Session with The Attic
Yesterday, I attended a training session hosted by The action Group in Philadelphia and The Attic, an LGBTQA (the A is for Ally) Group for Students and Young People. The session was an incredibly eye opener for me. As an educator, I've been mystified in thinking about diversity in terms of sexual orientation of students. What happens when blatant homophobia is demonstrated in my classroom? What do you do when a student feels complete unsafe? How do you handle a situation where administration is completely unsupportive? These are all questions that educators deal with.
The session was led by some amazing young men and women in the city of Philadelphia. I learned a lot. Perhaps the most useful piece of information I received involved the TOOL-Kit- a how to guide for teachers, administrators, and community organizers can combat homophobia and promote safe spaces. It was super cool to see fellow educators and community members discuss and plan alongside the young people from The Attic.
Check out their site and see the great work that they're doing.
http://www.atticyouthcenter.org
The session was led by some amazing young men and women in the city of Philadelphia. I learned a lot. Perhaps the most useful piece of information I received involved the TOOL-Kit- a how to guide for teachers, administrators, and community organizers can combat homophobia and promote safe spaces. It was super cool to see fellow educators and community members discuss and plan alongside the young people from The Attic.
Check out their site and see the great work that they're doing.
http://www.atticyouthcenter.org
Sunday, November 11, 2012
Identity and Black Male Adolescents
The way that an individual perceives themselves is based the perceptions that
others might have on her or him (Nakkula, Understanding Youth). The notion that
individuals are affected by events and ideas outside of their immediate culture
and experiences, is one that is hard to fully grasp or even accept. What does
it mean, for example, when a young black male who is raised in a two-parent,
middle income household, trades a more personal set of values for an entirely
different set of beliefs that have been predetermined by the greater society’s
perception of black males? What does it mean for a black male who sees himself
one way, but performs in an entirely different way in fear of in-group
exclusion? The aforementioned questions are important to consider, especially
because race plays such a crucial role in identity development for all young
people.
One’s racial identity is not fixed, but is in fact constantly evolving. As an
individual constantly takes in racially- oriented information based on
experiences involving privilege, oppression, exclusion, an inclusion, he or she
is constantly reevaluating his or her racial identity. For this reason,
adolescents experiment and perform identity in ways that might not be consistent
or easily discernable (Nakkula, Understanding Youth). Using the previously discussed
theoretical understandings as a foundation, one can safely say that the
identity of young black males might be greatly influenced by both society’s
understandings of themselves and their own perceptions of themselves. A number
of scholars in the social sciences, such as Anthony Brown, assert that negative
depictions of African American males as violent, hypersexual, apathetic, and/or
a sharp contrast to more positive or acceptable understandings to white
personhood. As movements involving blackness (particularly streams of black
manhood) have sought to redefine what it means to be a black male, conceptions
of black manhood and masculinity now extend beyond an explainable positive-negative
paradigm.
Thinking about all of this, I wonder what can I as a teacher do to make sure that all of my students (but especially this demographic of student) has a democratic voice in my classroom and feels empowered. I remember sitting in all white, upper income classrooms in high school and feeling ostracized and lonely; disempowered and ignored. Knowing that feeling, I refuse to let that happen...the question is then, what can I do to make my classroom a safe space for all students as they continue to explore and experiment with their identity.
Thursday, November 8, 2012
Election!!! Thoughts
There is a gospel song called "Unspeakable Joy" that encapstulates the essence of how I am feeling right now. I am incredibly proud to call Barack Obama my president. I am incredibly proud of my country. I think this moment in history reflects our country's ability to accept the call of progress. In this past election, we were presented with two choices- and I believe our country made the right choice.
This election has peered through many aspects of my own university classes and also, my classes at school. In my Developing Adolescents course, we spent quite a bit of time dissecting a Daily Show clip about women and the election. In my Methods course, we were strongly encouraged to write about the election. Most of the Penn GSE folk were in Obama's camp, so it should be of little surprise that many of these conversations were engrossed with inquiry of progress and change. Outside of class, I found myself consumed with election talk- because I was spending all of my time volunteering with the Obama-Biden campaign. All of this talk and consumption and faith, to rest on one day.
Election Day was when everything hit. I've always been of the opinion that Obama had the election in the bag, but for the first time, I felt jitters. My day started off sour when I went to vote. The line was long---- in West Philly, eh go figure. One of the machines was not working. I couldn't help but think voter disenfranchisement was happening right before my eyes. However, nothing was going to stop me from voting. I proudly casted my ballot for the President. After voting, I spent the day doing Professional Development. At first, I was salty that I had to go into school instead of canvassing for Barack. However, the PD, like everything at SLA, was great. It was surprisingly productive and enjoyable- and gave me my first moment of 'chill.' (side note: The Principal Chris Lehman is more than the on-point guy who does TedX talks and writes amazing Op-Eds; he's actually an incredibly cool person. Learned that at PD Who'dathunnkit). After PD, I went to class- and again, I was salty especially when we were told to put away computers. My President might have been losing and I had no way of knowing... thank God for cell phones. #Teachersmaketheworststudents As soon as a surprisingly good class, I went straight to Obama Headquarters on 52nd and Walnut and canvassed until 8 pm. After that, I went to Landmark (a bar) to watch the election results with some black Penn grad students.
The black Penn event was great. I really enjoy fellowship with other likeminded students. Also, the event was hosted by a group called BGAPSA and they provided FREE WINGS AND SUBSIDIZED BEVERAGES. I was in heaven. And as the election results poured in...Pennsylvania. Obama. Ohio. Obama....and the drinks poured. Screwdriver. Carona. And the conversation continued. Wharton business plans. GSE student teaching. Law school craziness... and then the announcement. CNN projects that Barack Obama has won the presidency. Absolute celebration! Jumping! Crying! Toasting! Facebooking! After a brief moment of celebration, I had to get it together and head home because I had to be at school the next day. On the bus ride back to my apartment, all I could think about was my students and how they felt about this moment. As soon as I got home, I watched the President and the 'other guy' deliver their speeches. I wrote up questions. I downloaded videos from online to show the class. I was excited.
When it came to facilitating discussion as a teacher, I thought that this would be incredibly difficult to do because I know that my students are coming from all different places and that while many of them are Obama folk, a few were going for 'the other guy.' I didn't want things to become tumultuous and have some of them be turned off. At the end of the day, most of the students were incredibly excited to discuss the election results. The discussion was incredibly mature and nuanced- I had basically scrapped my plans for the day to pursue a very inquiry-driven discussion. The students knew what they believed. They had also been observing the election for several months now and were interested in discussing the election on their terms and what it meant for their generation. I had to let that ride and just let the beauty of inquiry discussion reveal itself.
I'm becomming super-attached, lol, but the best part about all of this (for me) was hearing what the generation thought about all of this. They're still green and involved; my generation is so apathetic and removed. The intermediacy of the conversation was amazing and confirmed my belief in progress. I think that this generation symbolizes progress in many ways; I believe the next generation of voters transcends beyond linear symbolism. They are progress.
This election has peered through many aspects of my own university classes and also, my classes at school. In my Developing Adolescents course, we spent quite a bit of time dissecting a Daily Show clip about women and the election. In my Methods course, we were strongly encouraged to write about the election. Most of the Penn GSE folk were in Obama's camp, so it should be of little surprise that many of these conversations were engrossed with inquiry of progress and change. Outside of class, I found myself consumed with election talk- because I was spending all of my time volunteering with the Obama-Biden campaign. All of this talk and consumption and faith, to rest on one day.
Election Day was when everything hit. I've always been of the opinion that Obama had the election in the bag, but for the first time, I felt jitters. My day started off sour when I went to vote. The line was long---- in West Philly, eh go figure. One of the machines was not working. I couldn't help but think voter disenfranchisement was happening right before my eyes. However, nothing was going to stop me from voting. I proudly casted my ballot for the President. After voting, I spent the day doing Professional Development. At first, I was salty that I had to go into school instead of canvassing for Barack. However, the PD, like everything at SLA, was great. It was surprisingly productive and enjoyable- and gave me my first moment of 'chill.' (side note: The Principal Chris Lehman is more than the on-point guy who does TedX talks and writes amazing Op-Eds; he's actually an incredibly cool person. Learned that at PD Who'dathunnkit). After PD, I went to class- and again, I was salty especially when we were told to put away computers. My President might have been losing and I had no way of knowing... thank God for cell phones. #Teachersmaketheworststudents As soon as a surprisingly good class, I went straight to Obama Headquarters on 52nd and Walnut and canvassed until 8 pm. After that, I went to Landmark (a bar) to watch the election results with some black Penn grad students.
The black Penn event was great. I really enjoy fellowship with other likeminded students. Also, the event was hosted by a group called BGAPSA and they provided FREE WINGS AND SUBSIDIZED BEVERAGES. I was in heaven. And as the election results poured in...Pennsylvania. Obama. Ohio. Obama....and the drinks poured. Screwdriver. Carona. And the conversation continued. Wharton business plans. GSE student teaching. Law school craziness... and then the announcement. CNN projects that Barack Obama has won the presidency. Absolute celebration! Jumping! Crying! Toasting! Facebooking! After a brief moment of celebration, I had to get it together and head home because I had to be at school the next day. On the bus ride back to my apartment, all I could think about was my students and how they felt about this moment. As soon as I got home, I watched the President and the 'other guy' deliver their speeches. I wrote up questions. I downloaded videos from online to show the class. I was excited.
When it came to facilitating discussion as a teacher, I thought that this would be incredibly difficult to do because I know that my students are coming from all different places and that while many of them are Obama folk, a few were going for 'the other guy.' I didn't want things to become tumultuous and have some of them be turned off. At the end of the day, most of the students were incredibly excited to discuss the election results. The discussion was incredibly mature and nuanced- I had basically scrapped my plans for the day to pursue a very inquiry-driven discussion. The students knew what they believed. They had also been observing the election for several months now and were interested in discussing the election on their terms and what it meant for their generation. I had to let that ride and just let the beauty of inquiry discussion reveal itself.
I'm becomming super-attached, lol, but the best part about all of this (for me) was hearing what the generation thought about all of this. They're still green and involved; my generation is so apathetic and removed. The intermediacy of the conversation was amazing and confirmed my belief in progress. I think that this generation symbolizes progress in many ways; I believe the next generation of voters transcends beyond linear symbolism. They are progress.
Monday, November 5, 2012
Food + Classroom = Community and Productivity
Food is such a powerful tool for community and unity. Today, I brought in some snacks for my class and one student brought in some SLAMMIN' oxtail. I mean, let me tell you, it got the students so energized. If a student has beef with another student, its rectified (for a moment at least) by food. Didn't like what Mr. B (that's me) said about your project? Its all good if I bring in food. Food makes people so happy- even when they don't eat. Today was the coolest day of my classroom. My students gave amazing presentations and were really hype; it was such a great day!
Man after today, I think I might bring in food everyday lol. If I had the money, I'd throw a banquet for these kids everyday.
...I just wish that Penn GSE would stop being so stingy and throw a couple of events with food and beverages.
Man after today, I think I might bring in food everyday lol. If I had the money, I'd throw a banquet for these kids everyday.
...I just wish that Penn GSE would stop being so stingy and throw a couple of events with food and beverages.
Sunday, November 4, 2012
Still Looking for a Church
I am a devout Christian and church has always played an important part in my life. I do believe that there is more to Faith than just a physical building, but I can't deny that for me, the space, the community, and the spirit of the space really provides me with something that gets me through my week.
Well, I've found it quite challenging to find a church home in Philadelphia. Its been quite a journey, actually. Week after week, I've been traveling to church after church and at this point, I'm getting a little worried. I'm a particular person and so, I'd like to find a church home with a predominantly black congregation young folk, progressive thinking, and community involvement. It's Philly, so you wouldn't think this would be hard. For me, its been an incredibly difficult task. Barbershop. Found within five minutes (literally right afte moving on my block). Jamaican food spot. Found that mug in a week. Gym. Right across from GSE, saw it before even stepping foot into GSE. The right church? Have yet to find it.
Today, I wanted to go to Enon, a phenomenal church that I've encountered via web sermons and through news articles; however, I woke up too late to make the early service (and its about a 1.25 hr commute one way); I also had a planning session that intersected the second service.
What to do? What to do? What to do?
I've been back home in Jersey so much that I've been going to services at my home church (shout to my church St. Paul's Missionary Baptist Church- I know a few of y'all follow my blog, woo woo! lol). My church home is great, but as time is cutting on my ability to travel back to Jersey, I really need to settle and find a church home here. Forgive me, but it kinda feels like I'm dating and looking for the one. "She" has to be lively and exciting; open to all races but prefer the black gospel style of worship; She can't be too big; She must be involved in the community; she must be young in age (as in, the average age for members is under 65.. I'll take 70 at this point); She must love God.
Well, I've found it quite challenging to find a church home in Philadelphia. Its been quite a journey, actually. Week after week, I've been traveling to church after church and at this point, I'm getting a little worried. I'm a particular person and so, I'd like to find a church home with a predominantly black congregation young folk, progressive thinking, and community involvement. It's Philly, so you wouldn't think this would be hard. For me, its been an incredibly difficult task. Barbershop. Found within five minutes (literally right afte moving on my block). Jamaican food spot. Found that mug in a week. Gym. Right across from GSE, saw it before even stepping foot into GSE. The right church? Have yet to find it.
Today, I wanted to go to Enon, a phenomenal church that I've encountered via web sermons and through news articles; however, I woke up too late to make the early service (and its about a 1.25 hr commute one way); I also had a planning session that intersected the second service.
What to do? What to do? What to do?
I've been back home in Jersey so much that I've been going to services at my home church (shout to my church St. Paul's Missionary Baptist Church- I know a few of y'all follow my blog, woo woo! lol). My church home is great, but as time is cutting on my ability to travel back to Jersey, I really need to settle and find a church home here. Forgive me, but it kinda feels like I'm dating and looking for the one. "She" has to be lively and exciting; open to all races but prefer the black gospel style of worship; She can't be too big; She must be involved in the community; she must be young in age (as in, the average age for members is under 65.. I'll take 70 at this point); She must love God.
Friday, November 2, 2012
Election Fever at school!
Election fever has really hit the school. All of the students at SLA are talking about the election. I mean, BINDERS of students are talking about elections. Its cray cray.
It does not surprise me that younger generations are very interested in contemporary politics. Granted, there are a few folk who have seen enough of Bronco Bamma (2 syllable words are that hard little four year old girl that you can't say Ba-rack -slash- shame on her parents for not telling her to insert a President before Barack/Branco?! If you have no idea what I'm talking about, visit the following link: http://www.csmonitor.com/USA/DC-Decoder/Decoder-Wire/2012/1101/Are-we-all-Bronco-Bamma-girl-so-tired-of-election-we-could-cry-video).
But here, at SLA, ain't nobody crying about the amount of media coverage that the election has been receiving. The students seem to want more election talk and I really appreciate it. Ever since the young girl broke down and cried about the election, a lot of political commentators have been saying that the sentiment of youth is a glimpse of honest public opinion; these commentators fail to consider the young adults who's experiences are being shaped during a time in which our country is at the crossroads of progress. I know students that are volunteering as staff members for a candidate or are leading GOTV (Get Out the Vote) initiatives.
It does not surprise me that younger generations are very interested in contemporary politics. Granted, there are a few folk who have seen enough of Bronco Bamma (2 syllable words are that hard little four year old girl that you can't say Ba-rack -slash- shame on her parents for not telling her to insert a President before Barack/Branco?! If you have no idea what I'm talking about, visit the following link: http://www.csmonitor.com/USA/DC-Decoder/Decoder-Wire/2012/1101/Are-we-all-Bronco-Bamma-girl-so-tired-of-election-we-could-cry-video).
But here, at SLA, ain't nobody crying about the amount of media coverage that the election has been receiving. The students seem to want more election talk and I really appreciate it. Ever since the young girl broke down and cried about the election, a lot of political commentators have been saying that the sentiment of youth is a glimpse of honest public opinion; these commentators fail to consider the young adults who's experiences are being shaped during a time in which our country is at the crossroads of progress. I know students that are volunteering as staff members for a candidate or are leading GOTV (Get Out the Vote) initiatives.
Thursday, November 1, 2012
Hurricane Sandy
Before I begin with this post, I want to offer my sincerest sympathies for all of the folk who were affected by Hurricane Sandy. I shall to refer to Sandy as a she for the duration of this blog post (and I must again preface that all of the Sandys that I know are incredibly nice people and would never cause any damage to anyone, but I digress). But yes, Sandy did some damage this time around.
Philadelphia was not affected all that terribly, which did not surprise me too much. We're pretty much pushed west within the interior enough to rarely experience the affects of a coastal storm. To be honest (and to be honest, my grandmother is going to kill me when she reads this) I went out for pizza at 7:30 pm on Monday, the time in which Sandy was most furious and angry. We'll, my roommate came along and we got pizza; after our 8 block trek to get some really cheesy (too cheesy) pizza, the wind decides to act up and almost blows the pizza box over. #ainthavingthat
Well, I give this light-hearted story to let you know that shortly upon arriving home and turning on the television, I viewed some gruesome images of the storm on the television. I was incredibly disturbed and also, feeling blessed. We didn't get hit too hard here in Philly, but many other people did and so, it is imperative for us not to take anything for granted, but also, to be of help to those affected by Hurricane Sandy. A friend of mine who is from Toms River is collecting items to take back to those affected- if you are in the area happen to read this and want to donate something, feel free to hit me up and I will connect you all.
Now, with all of this said- for the past two days, Sandy has been my gurl (gUrl not girl). Why? Because she gave me a day to sleep. That sounds so basic, but it's so real. I've never been so tired in my life. Life is always on the go. My classes, student-teaching, family, the boo, Obama campaign stuff, gym, etc- Sandy forced me to sit down and sleep.
Philadelphia was not affected all that terribly, which did not surprise me too much. We're pretty much pushed west within the interior enough to rarely experience the affects of a coastal storm. To be honest (and to be honest, my grandmother is going to kill me when she reads this) I went out for pizza at 7:30 pm on Monday, the time in which Sandy was most furious and angry. We'll, my roommate came along and we got pizza; after our 8 block trek to get some really cheesy (too cheesy) pizza, the wind decides to act up and almost blows the pizza box over. #ainthavingthat
Well, I give this light-hearted story to let you know that shortly upon arriving home and turning on the television, I viewed some gruesome images of the storm on the television. I was incredibly disturbed and also, feeling blessed. We didn't get hit too hard here in Philly, but many other people did and so, it is imperative for us not to take anything for granted, but also, to be of help to those affected by Hurricane Sandy. A friend of mine who is from Toms River is collecting items to take back to those affected- if you are in the area happen to read this and want to donate something, feel free to hit me up and I will connect you all.
Now, with all of this said- for the past two days, Sandy has been my gurl (gUrl not girl). Why? Because she gave me a day to sleep. That sounds so basic, but it's so real. I've never been so tired in my life. Life is always on the go. My classes, student-teaching, family, the boo, Obama campaign stuff, gym, etc- Sandy forced me to sit down and sleep.
Friday, October 26, 2012
Neighborhood Speak Outs on Philly School Closures
A lot of Philadelphia education groups are part of this initiative and so, I figured I'd spread the word via this forum. Last month the Philadelphia Coalition Advocating for Public Schools (PCAPS) held its first conference. Hundreds of parents, students, school staff and community members came together at Kensington CAPA High School to listen to one another and strategize about what our schools need most.
Since then hundreds of activists have begun circulating a community survey and
Upcoming Town Hall Forums as we fight to keep our neighborhood schools open!
Northwest Education Town Hall
TUESDAY OCT. 30TH 6:30 P.M.
New Gethsemane Baptist Church
917 East Chelten Avenue
TUESDAY OCT. 30TH 6:30 P.M.
New Gethsemane Baptist Church
917 East Chelten Avenue
Southwest Education Town Hall
THURSDAY NOV 1st 6:00 P.M.
Meyers Recreation Center
5800 Chester Avenue
THURSDAY NOV 1st 6:00 P.M.
Meyers Recreation Center
5800 Chester Avenue
For more information call 215·839·3390 www.actionunited.
And while you're here, please take a moment to complete the PCAPS public education survey and help us develop a public education plan written by and for the real owners of Philadelphia's public schools
And while you're here, please take a moment to complete the PCAPS public education survey and help us develop a public education plan written by and for the real owners of Philadelphia's public schools
Thursday, October 25, 2012
School Culture
Yesterday, the Times published an interesting piece about school culture at private institutions. The article took the following position: while many elite, private schools are becoming more and more, "diverse," students of color are really struggling to find their place at many of these schools.
Without blabbling too much, reading the article reminded me of stories that my peers shared with me as an undergrad. Because my crew was proudly "the po' kids," I talked with a few friends who attended elite schools on scholarships. The words of two close friends, with two completely different experiences, come to mind when thinking about school culture. One friend said, "I hated it. I never fit it and no one ever cared that I didn't fit it." Another friend, who had a positive experience, said something to this effect: "I made the school. The collective was centered around our individual identities." Reflecting upon these conversations and the recently released article, I have to pose this question: are schools creating their culture around the students? Are we, as a society, keen to reinventing traditional school in order to ensure that all classroom spaces are comfortable? These ideal, rhetorical questions are still important to consider.
As a former po' kid turned Ivy-League scholar (brushes stache and sips coffee) and student-teacher at a school with the most incredible school culture ever, I can't help but reflect on all of these questions both as a student and a professional. What can i contribute to the classroom/ school culture? How can I ensure that all students are comfortable and feel represented during those precious seven hours of their day? And also, where do I fit within my own (Penn) school culture?
Hmmm.... questions to consider.
Without blabbling too much, reading the article reminded me of stories that my peers shared with me as an undergrad. Because my crew was proudly "the po' kids," I talked with a few friends who attended elite schools on scholarships. The words of two close friends, with two completely different experiences, come to mind when thinking about school culture. One friend said, "I hated it. I never fit it and no one ever cared that I didn't fit it." Another friend, who had a positive experience, said something to this effect: "I made the school. The collective was centered around our individual identities." Reflecting upon these conversations and the recently released article, I have to pose this question: are schools creating their culture around the students? Are we, as a society, keen to reinventing traditional school in order to ensure that all classroom spaces are comfortable? These ideal, rhetorical questions are still important to consider.
As a former po' kid turned Ivy-League scholar (brushes stache and sips coffee) and student-teacher at a school with the most incredible school culture ever, I can't help but reflect on all of these questions both as a student and a professional. What can i contribute to the classroom/ school culture? How can I ensure that all students are comfortable and feel represented during those precious seven hours of their day? And also, where do I fit within my own (Penn) school culture?
Hmmm.... questions to consider.
Friday, October 19, 2012
Analysis and Thoughts of James Loewen's "Lies My Teacher Taught Me"
I read James Loewen's "Lies my Teacher Taught Me." It's a must read for everyone. I can't emphasize this enough- everyone needs to read this book. All in all, I thought it was challenging and it raised a lot of questions. Nonetheless, given the inquiriesI've been raising about Afrocentricity (i.e. in past posts) and the fact that Loewen brings it up, I think the following analysis might be of interest.
In Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong, James W. Loewen posits that American high school students hold negative views of American history because of the dry, distorted narratives promoted within classroom textbooks. Critically examining classroom textbooks, Loewen argues that political climates, audience, bias, Eurocentricity, power dynamics, and a desire to positively portray the United States, are all reasons why classroom history is distorted. For these reasons (although not exactly visible), cause students dislike and distrust American history . Loewen explores a number of American textbooks to demonstrate how politics and power play a role in the stylizing and presentation of history. Loewen’s analysis and critique are predicated upon, and in promotion of, the following questions: Why do students hate history and how can we make it relevant to students? What can teachers, students, and citizens do to reclaim history? If history is as subjective and dependent upon resources, the power elite, and political schemes, as Loewen strongly asserts, what can be done to dismantle existing textbook narratives and promote other histories and perspectives? As I attempt to explore these questions in this paper with Loewen’s piece as a supplement, I will also reflect upon my own understanding of my teaching style and assert my desire to promote inquiry-driven learning. Nonetheless, I will challenge a point that Loewen makes in regards to teaching “cultural histories.”
In order to address the aforementioned questions, it is perhaps most valuable to consider the attack that Loewen launches on power holders and their influence on how American history is portrayed. With the example of Christopher Columbus, Loewen demonstrates global exploration in various facets prior to Columbus’s documented “discovery” of America. After examining the content of textbooks, Loewen debunks their accounts of Columbus’s exploration exploits, introduces under/misrepresented actors (i.e. Arawak and Taino peoples), and posits why history books avoid discussing “possible histories” (i.e. exploration theories of Afro-Phoenicia to Central America or West African exploration to the Caribbean and South America). In all of this, Loewen asserts that American understandings of history are both the byproduct of, and the propeller, of white oppression of non-whites . A long-lasting legacy of textbook exaltation of Christopher Columbus by special-interest, consumer occupied textbook companies who hope to appease particular audiences through material that is often recycled and repacked, demonstrates that American history in classrooms is at the mercy of textbook writers and unqualified editors. Loewen makes the same assertion through other examples, which range from Helen Keller to the Vietnam War. Inevitably, his critique is marked with an understanding that American classroom history, as it exists today, is smeared with subjectivities and biases.
Loewen slightly touches upon the idea of alternative histories and their presentation, but I would like to push this a bit further. Loewen, like many theorists within the social sciences, asserts that the rise of the Afrocentric theoretical paradigm occurred in response to Eurocentric misrepresentations, which is true. However, Loewen also infers that Afrocentricity, “the kind that has Africans inventing everything good and whites inventing slavery and oppression,” along with other resistant histories, can be just as dangerous as the Eurocentric representations of history that exist today . Without a doubt, I think it is imperative to challenge Loewen on this point.
In arguing for inquiry driven classrooms, Loewen proposes that teachers can help students learn history by being facilitators of it. By promoting history, Loewen asserts that teachers can act as “informed resources” for students as they create history themselves. Loewen proposes that teachers can help students recognize subjectivity and bias by enabling them (students) to create histories that they find relevant. Loewen cites ethnographic projects, textbook critique, and historiography as ways for teachers to make history less boring for students. As I consider the fact that many histories and experiences have been historically overlooked, I cannot help but ask the following: is this enough? Is it enough to give resources? What are the risks of not being intentional in one’s teaching style?
I think that intentionality is necessary, especially in the case of “cultural” histories such as African American, Asian American, and Latino histories (among many others). I do not think that intentionally teaching these subjects with purpose or agency translates to “soft” academic scholarship or inquiry, as Loewen suggests. Regarding his inferences about Afrocentric teaching methods and content, I would like to posit the following: If there exists a plethora of classroom textbooks and secondary resources that favor certain perspectives, is it productive not to have counterexamples by those who are mis/underrepresented? Is it enough for a teacher, for example, to be a reference point as students develop their own histories, which could easily reinforce many of the misrepresentations and misunderstandings that we (teachers) are trying to get them to diverge from? Inherent in both of the proceeding questions, I suppose is the reality that school classrooms are white spaces, which Loewen, to an extent, confirms. If we really want to evoke change in the classroom, would it not be worthwhile to reposition the classroom as “the ideal?"
Penn Admission's On-Campus Information Session Tomorrow
Tomorrow is our fall On-Campus Information Session. Interested Masters and PhD students will swarm into campus and learn more about GSE from faculty, staff, students, and alumni. The program begins at 10am. I'm so excited to meet the perspective students!!!
Tuesday, October 9, 2012
ATL
I had a blast in Atlanta this past weekend. While my time in atlanta was incredibly short (2 days), it was great to see my boo. It was nice to get away and see a new place. From the amazing aquarium to great food, Atlanta has a lot to offer. Now, with that said... there is no city like Philly. :)
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