community, praxis and courage

For our last post, I would like for you to discuss one element of what you read in either Chapter 11 or Renner and Brown's treatise on a hopeful curriculum. Explain first how you understand the element that stood out to you, then describe how it either (a) helps illuminate some of your experience at VOA or (b) how it may inform your classroom in the fall. You should also provide a second post, responding to one of your colleague's comments. So, two parts: (1) put yourself out there with a post of your own and (2) respond to one of your colleagues.

In sum, Chapter 11 of Nieto provides some nuggets of what we can do if we choose to take a multicultural approach in our classrooms. Examining the purpose of the chapter, Nieto offers, "[It] is based on the assumptions that teachers need to work together, as well as with students and their families to develop approaches that affirm their students and one another. It assumes as well that the ultimate responsibility for developing meaningful cooperative relationships rests with teachers, with the support of administrators" (p. 396). So, Nieto is telling us there is no need to take this all on ourselves; more than likely, we cannot. Instead, the key is building collaborative relationships and taking a problem-posing approach in the classroom that privileges process over product. Hopefully, you found one or two of the "What can you do?" boxes informative, suggesting possibilities for your own school/classroom. I also very much appreciate the way Nieto concludes, really letting us know the stakes: "Multicultural education is a moral and ethical issue. The current conditions in our world call for critical thinkers who can face and resolve complex issues--problems such as war, ethnic polarization, poverty, famine, contamination of our natural resources, and rampant racism--in senstive and ethical ways" (p. 418).

This concluding thought provides as good as any jumping off point to connect to our piece on a "hopeful curriculum." A couple of years ago, I was asked by The Journal of Curriculum Theorizing to offer a piece on what I saw as the future of cultural studies as it applied to pedagogy. Working with my friend and mentor, Milton Brown, we set out to theorize about what we had been doing together in practice in the classroom for a number of years. Beginning with the problem in mind, that of Globalization, we wanted to show that cultural studies and post-colonial theory really do have a place in thinking about more socially-just possibilities. In our own practice, then, borrowing from these theoretical traditions, we've always begun with a place of community. The injustice that is foisted upon us by such forces as corporate globalization is made easier and more intense because of the profound breakdown of community we see at all levels: in our neighborhoods, in our schools, in government, in our cities, in our nation, and in our world. Somehow, education needs to be wrested back to some fundamental foundation of learning how to live, love, and work together. We do this by expanding our lens on the world around us, deepening our consciousness such that we can read and interpret the texts around us more critically and operation in the world more authentically. As well, we need to begin to develop a language of hope and social justice, such that we are not attempting to "use the master's tools to dismantle the master's house." Finally, we need heavy doses of courage if we are to activate a more radical/revolutionary pedagogy that helps build the collaborative relationships (toward substantive and ameliorative change) to which Nieto refers. At the center of this struggle, though, we must find hope. Without it, the struggle ahead will seem to long and arduous. I can already tell you this class has provided me a great deal of hope. It's been one of the better teaching and learning experiences I've had at Bellarmine--and anyone who knows me knows I don't throw that around loosely. :)

Life Skills; Self Care

The packet that Casey passed along to me related to Self Care had a couple of exercises in it and some advice on how to be aware of and release stress. A pretty basic guide for being alert to stress in one's life. Undoubtedly, being homeless is one of the more stressful situations anyone might face, so keeping folks focused on the signs of and how to relieve it might be beneficial.

One exercise the packet discusses is a breathing exercise. As well, the packet talks about the benefits of laughter and the (possible) consequences of chronic stress (e.g., depression, heart disease, obesity, ulcers, etc.)

It provides some short term ways to deal with stress: take a walk, take a breath, take a mental break, and/or reframe your situation

Longer term regular ways to deal with stress include: deep breathing exercises, positive self-talk, physical activity, writing/journaling, art, meditation, puzzles, music, and spending time with friends.

Pretty basic stuff, obviously. I'll make you a copy of the packet so you'll have it.

As I've already mentioned, I've really been impressed with the way you have engaged this class. What I have seen you do is come together as a community of colleagues, sensitively and respectfully engage the residents and staff at VOA toward developing a project that has everyone's blessing, critically wrestling with the readings and responding on the blog, and digging in to the work (cleaning, painting, etc.) when the time came. You have already begun to embody the real possibility of a more critical service learning and should be really happy with your work so far.

3a: 7 Characteristics of Multicultural Education

Prior to Monday, please construct a post of your own for either 3a or 3b, then for the one you did not choose, please provide a comment on one of your colleague’s post. So, in other words, if you choose to post in 3a (7 Characteristics of Multicultural Education), then please respond to one of your colleagues in 3b (Learning from Students). Said one more way, your assignment is two posts—one original, one as a response to someone else.

In chapter 9, Nieto discusses critical ingredients of a multicultural education agenda. First, she reminds us that racism and discrimination, structural conditions in schools that may limit learning, impact of culture on learning, and language diversity are four areas of potential conflict. Then, she tackles the seven characteristics:

• Anti-racist education—meaning that we must work affirmatively to combat racism. This is everyone’s business: “Although not everyone is directly guilty of racism and discrimination, we are responsible for it. . . .[I]t means that working actively for social justice is everyone’s business” (p. 350).
  
• Basic Education-- It is not extra, it is: Nieto contends,“We need to expand what we mean by “basic” by opening up the curriculum to a variety of perspectives and experiences” (p. 351). Further, “We are not talking here of simply the contributions approach to history, literature, and the arts. . . .[Rather, it] is a consideration of how generally excluded groups have made history and affected the arts, literature, geography, science, and philosophy on their own terms (p. 352).
  
• Important for all students. That is, multicultural education is not just for non-white or poor students, it is for everyone: “Although the primary victims of biased education continue to be those who are invisible in the curriculum, those who figure prominently are victims as well. They receive only a partial education, which legitimates their cultural blinders” (p. 353).
  
• Pervasive—it permeates everything—all curricula, policies, procedures, etc.
  
• Education for social justice-- “A multicultural perspective presumes that classrooms should not simply allow discussions that focus on social justice, but, in fact, welcome them and even plan actively for such discussions to take place” (p. 356).
  
• Process—Very little about social justice work focuses on product/destination, it is all about the process/journey. We cannot achieve just, peaceful, and democratic ends if our process is not just, peaceful, and democratic.
  
• Critical pedagogy--“Teachers and students need to learn to understand even those viewpoints with which they may disagree, not to practice political correctness, but to develop a critical perspective about what they hear, read, see” (p. 359).

If choosing to respond to this post. Choose one characteristic that you think you may already be incorporating in your classroom. What is an example? How is that working out? What is one characteristic that you might want to try this upcoming year? What might it look like in your classroom?

Post 3b: Learning from Students

Prior to Monday, please construct a post of your own for either 3a or 3b, then for the one you did not choose, please provide a comment on one of your colleague’s post. So, in other words, if you choose to post in 3a (7 Characteristics of Multicultural Education), then please respond to one of your colleagues in 3b (Learning from Students). Said one more way, your assignment is two posts—one original, one as a response to someone else.

In chapter 8, Nieto begins to explore student success by revisiting issues of culture. She helps us understand Bourdieu’s theory of cultural capital, by explaining, “Schools primarily reflect the knowledge and values of economically and culturally dominant groups in society, they validate and reinforce the cultural capital that students from such groups already bring from home” (pp. 311-312). In effect, for students not possessing the most ‘spendable’ cultural capital, “Students may perceive that what is not taught in schools is not worthy of learning” (p. 312). In order for the students to be proficient, then, they may have to give up (major facets of) who they are. Using Michelle Fine’s work, Nieto laments, “The price of success for students who remain in school may be silencing one’s voice” (p. 314). Also related to culture, Nieto warns us that culture should not be essentialized, nor is it destiny. That is, all students of a perceived cultural group do not learn the same way, act the same way, etc. They are each individuals. She cautions, “knowing about such cultural behaviors may lead teachers to have stereotyped expectations of all students of a particular background. . . .Being aware of cultural differences should not lead teachers to expect only certain behaviors” (p. 319). In the end, she suggests that we need to find ways to use students’ cultures to their and our advantage capitalizing on the real strengths inherent in all cultures: “Rather than attempting to erase culture and language, schools should do everything in their power to use, affirm, and sustain them as a foundation for students academic success” (pp. 321-322).

To the end of success, Nieto first outlines a few issues that go ‘beyond academics’, enlisting shields against peer pressure, development of critical thinking and leadership skills, belonging, and keeping on track. As well, she discusses the articulation of family, community, and school as a critical combination that can lead toward the success of a student: parental involvement, high expectations at school and at home, caring relationships between teacher and students, etc.

If posting here, talk about ways you, your colleagues and you, and/or your school have gone about trying to make your students successful. Have any of the ways been similar to what Nieto outlines above? How so? If you feel your school is lacking in this area, might your final project for this class provide a possibility to try this upcoming school year? What are some of your initial thoughts about this assignment that might capitalize on the strengths of your students?

Post 2: Linguistic Diversity and School Achievement

For this post, I would like you to do much the same as what was required in post 1b below—provide the main argument for one of the chapters, talk about how Nieto supports this argument, and how you agree or disagree with her. As well, though, I would really like you to dig into the content. For example, how have you experienced these issues of linguistic diversity, either as teacher or student? Or, which theory of student failure or student success did you identify with and why?

Project

Let us use this particular strand to discuss any issues related to our ongoing project at VOA.