For my final group submission we sent the following video clip:
http://www.youtube.com/watch?v=LQVjrbdS9c8&feature=related


In this clip the video illuminates the need to address the global injustice that is taking place today. The money we choose to spend on something as insignificant as a music video could be used to address the global needs of food, shelter, and the lack of medical care. This course has helped me see that as a critical thinker I need to take the initiative to take a critical look at the global needs of children. As a product of the American education system the condition of the global society and critical thinking were foreign concepts. It was not until my immersion in the university setting that I was challenged to look beyond the topical

Applying Critical Race Theory to English Language Learners

In applying CRT to the educational approach to E.L. students, it compels educational justice leaders to address the continued use of whiteness as a form of property, which entitles white members (white students) of society advantages that non-whites are not afforded. In the case of E.L students, whiteness as a property includes: rights to use and enjoyment; reputation and property; and the absolute right to exclude.
1) The rights to use and enjoyment allows whites students the use of school property such as the elective instruction offered on campus (computers, foreign language class, home-arts, etc.) At my school, while the mainstream students are enrolled in an elective class where they benefit from enrichment classes that teach them a skill or trade the E.L students (like many minorities: African Americans are in English or Math "support" classes and special ed are in study skills classes) are receiving an additional hour of English. 2) The right to reputation and status property is demonstrated by the negative connotation associated with "E.L." classes. When referring to a student who is learning English I often here teachers says, "He’s an E.L. student" as though he/she is flawed or diseased. 3) The absolute right to exclude is demonstrated with the institution of gifted and honors classes, which completed excludes Spanish speaking student who would otherwise be classified as gifted or talented. Due to the nature of selection and criteria for the gifted students, E.L. students are completely excluded from qualifying for such classes. If a Spanish-speaking student wants to gain entry into a class intended to enrich advance learners he/she must first master the English language in such a way that overcomes the cultural biases in the standardized and gain support from staff just to be considered.

I think this theory is fascinating and beneficial for everyone in our cohort, especially students who did not pay this chapter much attention.

The critical race theory is particularly attractive to me as it identifies the missing link I have felt in the education and economic realm of the world. Although I have gain entry into many areas of society I did not think possible there is one arena that I remain on the outside, acceptance, and this theory speaks volumes to my experience. It also illustrates the need for the voice of the minority. In the text, Delpit is cited for a quote of a student who expressed in her experience of addressing Black issues in an academic setting. The student recalled feeling like giving up because she is constantly silenced. I can testify to that experience. In the early weeks of the 602 course shared the sentiments Delpit’s student as I wanted and have, to some degree, began to withdraw from conversations about race because I am tired of being disregard, silenced and dismissed by colleagues and faculty. It seems that as soon as my hand goes up to reply to a comment the instructor and students are ready to move on to the next comment. When I do make my remarks there seems to be a great deal of opposition or cross talk giving me the impression that what I am saying is either invalid or unimportant. As I started to withdraw this quarter, I was encouraged to “suck it up” and have “thicker skin”, but it remains an exhaustive task to contend with the majority especially when having a personal life experience that is differs from the text, which is typically not a minority. As Ladson-Billings and Tate, and consistent with my view, educators today, even in this doctoral program, have come to see truth as only existing through the eyes of some theorists or scholars who very likely have spent little, if any, time with the individuals/communities whom he attempts to theorize.

Teacher's awareness of the impact of culture on education

In the 602 course, I teach we discussed material from Shade, Kelly, Oberg’s 2005 book entitled: Creating culturally responsive classrooms. This room of educator’s, mostly teachers, was surprised and impressed by Shade, Kelly and Oberg’s work and said they had never seen a heard of a difference in kids resulting from culture. When I shared with them some specific traits and cultural values that present themselves as problematic in an education setting, the students began writing as much as possible. They were unaware of the cultural component to kids and the influence culture has on the learning process. This amazed me because many of the students in my course have teaching credentials. It is not just amazing; I find it alarming as they represent many educators working with students from diverse backgrounds in classrooms today. According to Bartlomé, the “one size fits all” approach to education is highly ineffective even between minority groups. The method of instruction that works for one minority group may not be effective for another.

Standardization of Teaching and the Problems of Control

According to McNeil, the standardization of instruction the quality of instruction and learning have deteriorated. “The purpose of education is to allow a people to systematically guide the reproduction and refinement of the best of themselves” as stated by in 1990 by Wade Nobles. Instead of striving to help students refine their ideas and understanding to better themselves, teachers are instructed to teach to the test. In the middle class students seem to be absorbing the information in schools. When considering this information in conjunction with the achievement gap it is evident that schools are designed to educate some students, but not all and it would reasonably follow that the standardization of instruction would serve to increase that gap in achievement between middle and lower class minority students and their middle class white counterparts.

Ecopedagogy

I agree with Leonardo Dicaprio’s thought that industrial civilization has caused irreparable damage and the idea that the worst is yet to come with regards to natural disasters on this planet that have resulted from our misuse and abuse of its resources such as oil and the forest. The text suggests that while environmental education has had a positive impact on society it is clear that the world is ignorant to the reality of our ecological situation. When I hear that 45 million Americans think the ocean is a fresh water source I feel a sense of duty and obligation as an educational justice leader to advocate for ecopedagogy within schools. As a leading influence in the world, we (as a nation) have an obligation to make informed decisions about our use of the world’s resources (land, water, oil, plant life, etc.). To send Americans to the poles to vote for or against going green when many Americans are ignorant about simple facts like our water source is tremendously irresponsible and I believe it is the responsibility of educational leaders to insure global education in schools which should include an understanding on ecology. Additionally, I believe it is our duty to limit the abuse of poor countries resources and labor by American conglomerates.

Managing to be different

In Scapp's discussion of the "spiritually disconnected" faculty members are living in a culture of fear by Parker Palmer's terms. This discription of leaders disconnected from the people they should be serving reminds me of many teachers on teh k-12 campus. The policies and practices in place to help kids leave the teachers lifeless and disconnected from the kids they are supposed to be serving. I have observed that many teachers who desire to help kids spend much of their time teaching to standards and focusing on the policies and practices rather than the individual students in their classes.

Palmer says, "If we want to develop and deepen the capacity for connectedness at the heart of good teaching, we must understand --and resist-- the perverse but powerful draw of the disconnected life."

Feminist Theory

After reading the chapter on feminist theory it is evident that while many changes have occurred in society, a lot remains the same. Wolpe illuminates the role education and schooling plays in forming gender roles. This theory is consistent with my personal experience with schools. While I was never formally taught the roles women can or should play in society the message was implicit. Mostly female teachers, secretary or office workers, female counselors, male janitors and male administrators ran my school. Beyond a discussion of the limited roles women play in society, Fuller expands the discussion of the role of gender in society with the discussion of the interplay of culture and gender. As an African American female I learned that women in society who look like me are found in the kitchen or raising children through the historic role of African American women in texts. I do not recall seeing a single African American women doctors, teachers, lawyers, or other professionals in my school texts.

Atonement and Columbine

Who said justice is mine? Is atonement something I need or something the criminal needs?

In response to tonight’s class, I cannot say that I am so altruistic that my compassion for the victim turned perpetrators in Columbine surpasses my care and concern for the victims. In saying that I mean to say, the victims that should be title as such are the students on the campus Columbine and millions of viewers who were and continue to be impacted by this act. With consideration for atonement, it seems important that society at large heal after the acts perpetrated on the Columbine campus. Although I understand that the parents of the perpetrators are suffering the loss of their children, I believe that there was and remains, for me, a level of responsibility on parent’s part when their child’s actions impact the community. If the students had written on the walls of the school the parents would have been held legally accountable. So for me atonement is needed for both the criminal and the victim in Columbine and unfortunately the parents are the only representatives of the perpetrators available to offer atonement.

Disney moms

There are a few positive Disney mothers:

I like the concept of the Incredibles, because they show that a family can be strong, stand together and negate society gender norms. The mother is strong and independent, while maintaining a supportive matriarchal role in her family.

Thoughts on critical pedagogy

Critical pedagogy will be an effective course to help me challenge my own thoughts beyond the realm of a text or instructor. I intend to use this course to build to my literature review for the dissertation proposal and embark upon the journey of theory exploration.