Blog Post #5

 Ethnic Studies by Christine E. Sleeter

Quotes

"While content related to African Americans, Latinos, and Native Americans has been added, deeper patterns and narratives that reflect Euro-American experiences and worldviews, and that have traditionally structured K–12 textbooks—particularly history and social studies texts—remain intact." (Sleeter, 2). 

This quote is one of the first major introductions in Ethnic Studies by Sleeter, and it jumps straight in. It highlights the fact that despite different groups being added to historical textbooks the focus still remains on white americans. Despite these other groups having just as much importance. While these other groups are also introduced, they are introduced in specific areas. For example the chapters that focus on slavery or the civil rights movement, will mention African Americans, but beyond these select chapters the mention of African Americans is very limited. 

"As Hughes (2007) explains, the result of continuing to minimize attention to rac-

ism and White complicity is that students perceive racism as a tragedy of the past divorced from other historical issues...and the contemporary realities of power in American society." (Sleeter, 3)

This quote highlights a current issue that plagues america itself, alot of individuals dont realize that racism is ever present and only refer to extreme actions as 'racism'. Racism being framed to be in the past tense in history classes prevents students from realizing just how racist some things are, and bars students from making these realizations themselves. 

"found that the students felt marginalized and “angry that African American history was

rarely discussed outside Black History Month and was almost always portrayed in terms

of victimization.” Students" (Sleeter, 4)

This quote is very powerful, and made me myself realize something that when we learn about African Americans in middle and highschool it was always in terms of victimization, as i previously mentioned, i can scarcely recall ever learning or reading about african americans outside of the civil rights movement, and when discussing slavery. This creates a dynamic of victimization, and lacks focus on the achievements of African Americans.

 

'The Fight for Social Justice' 'The Fight for image illustrates that our history lacks pieces of the puzzle

Reflection:

I think that Sleeter raises numerous points throughout their article, that really made me sit back and think on my own education, and what I learned growing up. Prior to reading Sleeters piece I never really sat down and thought about who we learned about, and that when we did learn about people from other cultures, and backgrounds it was always very selective. 

Blog Post #4

 Shifting the Paradigm by Renkly & Bertolini

Arguement

In "Shifting the Paradigm," by Renkly and Bertolini, the authors argue that schools would benefit from switching to an abundance model. An abudence model, also known as a asset model focuses on a students strengths, and the skills they do possess. Versus focusing on their weakness, or things that need to be improved upon. The authors argue that in today's society a deficit model is used more widely, and while it may work in some enviorments a school setting is not one of them. A deficit model does the opposite of a asset model, and focuses on a students weaknesses, for example in the text the example of a underachieving student is used, and examines that in a deficit model they may examine that student and determine they arent working hard enough, and need to work harder. In a asset model the student will be examined and their strengths and weaknesses will be identified, and theyll work to help strengthen their strengths. The authors believe that implementing a asset model in schools will benefit not only the students, but also the teachers as it helps the teachers act better as leaders, and the teachers are able to better assist the students. 

Approaching Marginalized Populations from an Asset Rather Than a Deficit Model of Education

Reflection:

The image I posted above demonstrates a deficit model, where we assign students all the same tasks - but not every student possesses the skills to properly complete that task. This in turn negatively effects the students, because they cannot complete the assigned task to the same level as their peers may. I think the image helps demonstrate that the deficit model isnt just saying someone may be failing, due to not trying but it could be a system that actively works against a student succeeding. Similar to articles we have read on Equity versus Equality, where this system might be equal, its not equitable. 

Blog Post #=3

 "What counts as an Education Policy"

Connection

What counts as an Education Policy by Jean Anyon. To start I would like to clarify that I utilized CHATGPT to provide me with a brief overview of the general topic of Anyon's paper, and used that overview on top of my initial reading to make these connections. The exact prompt i used was, "give me a overview of "What counts as education policy" by anyon". 

In our blog post we read through and analyzed, The Broken Model by Khan. This describes the 'normalcy' of the United States and things we count as normal, are moreso things that have been ingrained in our society for generations and as a result have become the 'normal'. What counts as an Education Policy - while not diving into 'normalcy' in the United States - I feel analyze, and approach some of the same topics. It talks about adjusting our current education policys to benefit the real needs of the students, and their families and that these needs are not one dimensional. In The Broken Model it analyzes how this normalcy and being stuck in our ways effect students, because learning is not one size fits all. Anyon talks similarily about applying equity in our schools, versus equality - while beneficial - like Khan said one size does not fit all. During week one, we read through Priviledge, Power and Difference it analyzes the power of priviledge, and how priviledge is in our society - and many people, especially people who are male and white dont quite realize this priviledge. The same logic, can be applied to school systems where we see some of the most struggle is in city schools where the income of families is arguable lower. Schools that benefit from rich neighborhoods are argueably more priviledged then a school that has lower income families in its vacinity because they recieve less funding. A school in a higher funded district may purchase new ipads for all of their student to utilize and not think twice of this use of budget, but a school in a lower income area may have one or two computer carts for their whole entire building. There is a clear difference of money, and priviledge present.  

Blog Post #2

 The Broken Model 

Reflection

The first few paragraphs in The Broken Model introduce us, and explain the 'Normal' and although not specifically stated it can be assumed that this is referring to the United States as they use terms / references that are utilized in the United States. Such as High School, Middle School, and later goes onto to describe the 'normal' for day to day life schedule, such as when we eat at breakfast, and how lunch in America has created whole businesses whose sole priority is to serve working Americans at lunch and so-on. The paper later goes on to discuss the education system - in particular that the system is stubborn and uniform. It talks about the evolution of the education system but corrects this by saying while the system does evolve it doesnt necessarily evolve in a timely manner. This reminds me a lot of my childhood especially in early middle school, and early high school where I felt almost trapped in the system of my hometown highschool - especially during COVID-19 and like i was trapped in a box. My highschool functioned on a very structured basis for example you have your core classes and unless you were already on a 'advanced' track in middle school you were pretty much stuck with the same classes and even if you  were on that 'advanced' track from middle school you were only offered 'enriched' classes. Each student was given two electives, each ran for a half semester but the choices were limited to a few art programs, one or two music programs and then some business classes. There was no diversity in student schedules. If you talked to someone who was a senior, your freshmen year theyd likely tell you they took the exact same classes but maybe swap the art class around etc. But this kind of structure, when implemented was beneficial. When these kind of extremely structured schedules became popular it was preparing us for the 'real world' in particular office jobs. The same could be said during the 1980s when classes like woodshop, or home-ed were taught because for alot of people high-school would be their last stop and college wasnt necessarily popular. Highschools act now as the before college because the percentage of students that go onto college is much greater. This schedule sets students up for that college curriculum but even then its timely and outdated which i think The Broken Model highlights very well during those introductory paragraphs. 

The video A short history of public schools goes onto explain the educational system in the US from very early on prior to the mandatory education young people recieve now. It explains that the system was shaped around the industrial period and helped set children up for that kind of work-style. But if we look at how classes are now - specifically the schedule we get the  same idea of this system still being in effect. So how come almost 200 years later is this same exact system still in place? How does it make any sense when that  kind of lifestyle is not very prominent anymore? In my opinion its not, the current system is outdated and weighs heavily especially on students who are neurodivergent and may have different needs then neurotypical children. For example our elementary education feels incredibly outdated - why are we making a bunch of 6-10 year olds sit at tables and chairs all day? While its good to instill in children the ability to be patient, and be able to sit and observe its also important that we arent stifiling their childhood and this kind of education system is especially harsh on neurodivergent children. Elementary Teachers in many classrooms have taken steps to lessen this kind of thing, such as providing quiet corners, or fidgets in class and this itself is even a bigshift from when i was in elementary school. We used to have these little seatcovers that youd put on the chairs which would help children who liked to fidget and move around in their chairs. But the fact itself is that the teachers are having to make all of these changes - changes are not being made to the curriculum. 

This photo may be more relevant during the COVID-19 lockdown, but it shows some methods of helping children who may fidget, or are unable to keep still focus during class.

Reflection

One point I'd like to share in class is that its important to analyze our own high school expierence, its also important to analyze others. For example while mine may of been very structured, and with very limited diversity in classes this cannot be said for all high schools in Rhode Island itself. I know many other friends, family who had very different highschools. Alot of these factors can depend upon a schools budget, and class sizes. So while I think overall the curriculum itself needs work - no matter the school it may be better in some places versus others.