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. :)
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Chapter 11 offers many engaging ideas that would enhance the classroom and learning environment. The themes of community and collaboration are inspiring topics for hope. Some of the “What Can You Do” suggestions that I highlighted for incorporation into future curriculums are: countering stereotypes (pg 404), creating alternative ways of grouping (pg 405), asking students for feedback on instruction, etc (pg 410), making the classroom an inviting place and working outside the classroom with colleagues to improve the entire school (pg 411). These are particularly valuable at the secondary level where students can make significant contributions to the class in areas of planning, discipline and projects. One pet peeve of mine over the years, which is addressed on (pg 411), is that secondary level classrooms are so blah! It is almost like bulletin boards and displays are not allowed. Older students can benefit as much as younger ones from an attractive and inspiring environment. Plus, they can help create and maintain it. Bulletin boards and displays can contribute much to passive learning and plants and personal effects give a sense of community and warmth to the class. I don’t think we can go too far in promoting the concept of community. Conveying the sense that we are all in this together and that the weakest member is as vital as the strongest are philosophies that can be ingrained with class, school, and community projects. I have been privileged over the years to have a close association with an Amish community. We could all take lessons from them in caring for our neighbor, tolerating differences and sharing our time and money. The collaboration that Nieto refers to seems to be the future of teaching. Collaboration requires teachers to better prepare, be open minded and share the successes or failures of what we do. I think one of the greatest values of collaboration is the support it offers colleagues in maintaining hope in struggle.
In the paper, “A Hopeful Curriculum” several themes stood out to me. In particular, the comments on community and courage offer some constructive insights that I can use to strengthen my own pedagogy. It takes courage to step out of the crowd, speak up about wrongs and side with the unpopular. This does not mean agreeing with every concept or movement that passes by. But it does mean occasionally we are going to be jolted out of our comfort zone and mental numbness. The section on community tells me that we can be individually innocent but collectively guilty. Many times doing “nothing” is the worst thing you can do. The mindset of our society today can be likened to the pun about a city reporter who went to the country to find out how the country folk felt about current issues. The reporter asked one old county boy how he felt about ignorance and apathy in our country today, his response of course was “I don’t know and I don’t care.” Building community would help put an end to that all to common response.
When looking at ch 11 the thing that stands out the most to me is the physical structure of school. I think that a lot of times parents are unwilling to participate at school because going into the building brings back so many memories of when they were in school. At my school many of the parents went to elementary school here so they remember a lot about what school was like when they were here. Especially being in a special ed environment many of my parents have such negative thoughts about what my room will be like. I work very hard to make sure that my classroom is just as inviting and welcoming as all of the other classrooms in the building. Sometimes I think I have to work harder than the classroom teachers to make sure that my students feel comfortable working in my room. Often because once they come into my room I make them work harder than the regular classroom teachers, who often have lower expectations of my students.
I think the physical structure also relates to our project at the VOA. The community room was so univiting before. I think that now the residents will be more likely to spend more time there and feel more comfortable in that room. I know that if I was in the same situation as the residents I would not want to have spent any time in that room before. Which really just leaves their small rooms to spend time in. And after a while staying in such a small room can only make things worse. Being stuck in a small room only makes you feel worse about the situation you are in, which can only make depression worse. I am so glad that we were able to truly make a change for the residents here. And while we still have work to do on Monday I know that what we have done so far has truly made a difference. You guys did such a great job painting. I just wish that I could have helped out more with the painting.
I felt like in Chapter 11 of Nieto she really touched on the strictly mandated curriculum issue. I feel like we are rushing the students to really grasp concepts that it has taken me almost 6 years of college to truly understand. The fact that the state and counties mandate a curriculum and curriculum map making our choice of what to teach very limited causes me as a special needs teacher to truly wonder if the students are getting any information at all. I feel like the students should be allowed to discovery their learning and to experience their learning in different ways. I think that the schools need to recognize that students are all different and that each student needs to have a program based on their skills and their learning styles. I know that this is probably not the most feasible idea in the public schools but it is something that we should consider. Granted I have a little more flexibility in how long it takes me to cover the material but not a whole lot because it all still has to be covered in the school year. I feel like this stood out to me because the battle of trying encourage the students to enjoy learning while they are struggling and not having a whole lot of say in what I can teach them is something that I face everyday. Sometimes I feel like the politics of education are to much for all of the people involved not just the teachers. What we deal with on a daily basis affects the students. I think that the students should receive what ever we can provide and that they should be accommodated to learn about the cultures of the world especially since they will have to deal with them when they are no longer in school.
As for how this was brought to light in my experience at VOA, I realized that just because someone is struggling for whatever reason does not mean that they should be without. They should still have the opportunity to experience and enjoy the luxuries that we do. In redoing the community room I realized that this will provide them with something a little more comfortable and inviting that will encourage them to keep working towards what ever goals they have. The people at VOA need a place that will uplift them and help them to keep going just like the students need a program that will encourage them to keep going and working towards those goals. For me the project gave me the power to help encourage someone and helped me to see how just a little change can make a big difference. I also saw how easy it is to get a project done when everyone takes part and chips in. This encouraged me to get more involved in the faculty and to encourage participation amongst the staff create a community of teachers that collaborate and work together for the good of the students.
In Response to Amanda, I think that parents sometimes worry about the way a classroom looks because I know that even in my school experience there were very few teachers that made the classroom inviting and that causes them to not want anything to do with the school. I the past year I have seen that the physical characteristics of the school are extremely important to the students. Many of the students enjoy rooms that are set up to encourage them to be comfortable. For instance the students enjoy being able to sit where they are comfortable. If that means that they sit in the floor then they sit in the floor. I'm not saying that you lose control of the room but that you provide a physically inviting and encouraging room so that they can enjoy the learning experience a little more and don't dislike your classroom because it is dull.
In the article, “A Hopeful Curriculum,” I connected deeply with a few of the themes. It saddens and scares me to see where the turn of education is headed. I have only been teaching 5 years, but in that time alone, I have seen more true teaching and learning experiences fly out the window in exchange for political agenda. Now, I am not one to quickly jump on with the idea that our government has a secret plan to uproot public education and the like, but over the last few years watching current events and experiencing changes in my own school, I am truly starting to wonder.
I don’t think that really teaching our students about life is anywhere near the top of the government’s agenda, and because of this, the future for our children looks bleak. I agree with the statement on page 111 where the quandaries of education are compared to a church. Just as it is not the idea of the church where the problem lies, it is not the idea of public education that is the problem. A major upheaval is needed for real change to occur. The focus needs to shift from political priorities to children’s best interests. No, it’s not easy and it’s definitely not popular. But we already see the outcomes of the alternative. I don’t have children of my own yet, but I am frightened already to think of what the public education system will look like a few years from now. Unless more truth is revealed and more people are willing to claim a hopeful curriculum for their own communities, our fight for better education for our children is futile.
Like Mary Ann, I was intrigued by the different “What Can You Do?” ideas found in Chapter 11. I agree with her statement about middle and high schools’ lack of community. It seems to me that no matter what age you are, you long for a sense of belonging and safety. In elementary schools, the idea of community centers more on the family idea because that is what is most meaningful and familiar to younger children. As students grow older, their need for community remains, although altered. This is the time where they are looking to see where they fit in best and what groups will accept them. Why not create safe and healthy community settings in the classroom first? This is the one area of our students’ lives that we can control. Creating a sense of community in a high school classroom would look very different than in my classroom, but I don’t see how it would be detrimental.
A couple of parts stood out to me in Chapter 11. I am always trying to find new ways to differientate the curriculum. Neito says that history for instance is from European American white perspective and I agree. I try to find different ways to expand the curriculum to at least include one or two other perspectives. This shows the students that everyone has a culture and belongs.
THis leads into another facet and that is the pedagogy. Taking into account there is ALWAYS more than one side to a story, students need to become active learners. Not all students learn the same way and by providing different types of learning such as oral exams, projects, or differnt ways to group students (I really liked Neito's alternatives to trackin/grouping), it will expand their thinking skills, hopefully, within the context of the curriculum as well as skills of working with all "kinds" of people in real life.
The last part of the chapter that struck was dealing with the physical environment. I believe Tia and I had this conversation at one point during the class. I want my students to come in and be comfortable and hopefully have some the barriers come down so they can have the willingness to share. That is learning to me! Discussion, talking, working out differences, etc. is the real curriculum. Maybe I may sound corny, but I hate to use textbooks and worksheets. I know they are needed but I want my kids to think for themselves and make their own decisions. So this section made me want to have things in my classroom like a reading corner, music, a place for groups to meet. My room is chaotic at times, but I want to accomodate all of my students, NOT just a few. And I have had students time and again tell me how open my room is and that they appreciate it.
This chapter made me 1) look at my classroom in the fall. The "what can you do?" on pg. 411 said to consider bulletin boards as a source of display (yes older ones love to see their work!) and ask students what they like to do or what special projects, family traditions they might have and use them and possibly join in with other classrooms. And to develop one new teaching strategy weekly. I do this anyway or least monthly.
and 2.) the expereinces I have had at VOA has shown me that yes I too have biases that I didn't know I did. I enjoyed working on the community room and as Tia said, when people pull together as a group many things can be accomplished. The bias I had is I need to more thoroughly examine my students to see where they "are coming from". I know I have said this before, but my thinking is that some kids are not going to learn or they don't have parents with them something must be wrong. This isnt the case. I really need to make connections with these students and parents/guardians to show that they are valued in the school community. We need this community- the whole community to help kids succeed.
I also agree with Mary Ann when she spoke about the courage it takes to step outside the crowd and speak up. I fell into the trap of the mental numbness because it is tiring to be the one of only one or two willing to put things on the line. Its hard! But I do want to build a community and no Mary I don't think we go far enough in trying to establish a community. It seems like everyone is out for themselves and I get so tired of the politics of education. We need to start with a few who feel the same, establish that small community, then work outwards.
In responding to the comments posted, I noticed a common theme among nearly every one that education today seems to focus on everything but the needs of the student. Teachers seem to be the only ones interested in their students success. Also over the years, teachers abilities to make decisions and choose curriculum content has been diminished. In the light of all that is frustrating in the profession today, I think it is good to remember the comments made by some of Nieto's students, that one caring teacher had made a big difference in their life. Maybe that is how we will be remembered at VOA. Not so much for what we did, but that we cared.
In Chapter 11 from Nieto Making Differences and Similarities an Explicit Part of the Curriculum stood out to me. Instead of telling children what is and isn’t polite or true about other cultures is to make skin differences and explicit part of the curriculum. In preschool we have different ethnic dolls, try to have non-sexist toys, and we’ll display pictures of other children from around the world, and have many indirect references to children who are different than ourselves in the child’s environment. That practice should continue to grade, middle, and high school. It shouldn’t be a big deal but part of our community.
I loved the color theory lesson…it included everyone in the school community: cooks, office personal, janitors, teachers, and all the children…everyone was on an equal playing field in that school community. What was equally important was that the lesson engaged the school in dialogue about “race,” something we are afraid to talk about on a deep, reflective level.
The use of hanging posters of heroes from variety of backgrounds, singing songs, reading poetry as part of everyday curriculum not just heritage months so everyone one is included everyday.
Another easy daily example to be inclusive from the chapter was to have vocabulary in English as well as other languages.
This fall I will be in an elementary school setting….both resource and collaboration. I’m thinking I will have some latitude and will not be as constricted as I have been in my lesson planning as last year I was tied to the curriculum and had to show evidence that I was. Definitely, I plan on some small baby steps…have the vocabulary on bulletin board in English as well as different culture. Using pictures/posters of heroes both local and national of different cultures, try to have students bring their culture from home to display in the class….which could mean different things to different students.
I agree with Tia that the politics of education is overwhelming…I’ve been out of town and saw in local Lyon Co. paper that the State Education Commissioner resigned…media made her. I think she had troubles going in with unexplained information but it was the inability of playing the political role that did her in and probably the people on down/up the line that supported her. That politics and mandated curriculum overshadow what we do in the classroom.
Mandated curriculum and the time table for teaching the curriculum so we can test early in April does not allow us to appreciate all learning styles, and abilities no matter what culture.
It is very exciting when a student does take ownership of their learning and will complete a project because it means something to them.
There was a time when I taught in North Carolina that I was asked to serve on the School Improvement Team (SIT). I was honored because this team served as a checks and balance to the principal and administration much as Congress is supposed to serve as part of the checks and balance system to the president (ha ha!). I had a professor who always urged his students to, whenever possible, serve on this team. This was the team that held tremendous power in the school. If a teacher wanted to be instrumental in shaping the direction that the school was moving, this is the team that the teacher needed to be on. Of course the spots on this team were highly coveted. Teachers usually lived and died in these positions. The year that I was asked to serve, I knew that I was asked because there were no blacks on the team. At the time, I was one of the few blacks who had been in the school long enough to even be considered. It did not matter the reasoning to me that they asked me to be on the team, I was finally on the team.
Much to the chagrin of the principal, I was a lot more than he bargained I would be on the team. One of the first issues that I addressed, which is discussed in Ch. 11, was the disciplinary policies of the school. The system worked like a “good ole boy” network. I noticed that the students of rich parents, particularly rich white boys, did not receive the same penalties for the same violations of the rules as the black boys in the building. Once I was on the team, I was able to not only express my opposition to the unfair treatment of particular students; I was able to be heard because I had the ears of the people in the school that held the power in the building. I don’t know whether the unfair discipline practices were not noticed before, or, if no one cared, but, I certainly had their attention. All I asked is that the punishment fit the crime. Also, if the school was to go easy on one, go easy on all. If the school was going to be tough on one, then, be tough on all. The principal did not like the fact that I “called him to the mat” on his discipline policies, however, when I spoke to the “elephant in the room,” the rest of the team could not ignore the problem any longer. Our team began to insist upon fair treatment for all students.
One thing that I have learned is you have to make sure that your voice is heard. Upon returning to school in the fall, I plan to take a more critical look at myself so that I can truly examine if I am being as multicultural as I hope that I am being. I will continue to sit on the SIP team, because, in Federal Schools, this team has a lot to do with the direction the school will take. On that team, I can be a voice that will lobby for the students that might otherwise be forgotten or lost in the shuffle. I still intend to have the type of classroom that allows the students to tactfully “check me.” This will help me to always remember that learning is a constant phenomenon—on the part of students and for me.
In response to Tia, I must agree with you concerning these restricted mandated curriculums. As person who holds an undergraduate degree in Psychology, it seems as if those in charge of creating and developing policies, curriculums, and standards for school systems know little about the developing child. For example, many schools are beginning to expect students to begin to take Pre-Algebra in the 7th grade. Most students, who are operating in concrete operations stage, are not developmentally ready to undertake a course that requires thought processes of that of formal operations. Without matching the curriculum to where the students are emotionally, mentally, developmentally, or culturally, sets a whole lot of children up for defeat before we even begin.
I have never been a person who has been interested in manual labor. I wasn’t so sure about painting and cleaning. However, my experience at VOA has not only been eye opening, but, humbling as well. As I see the people, especially the women and so many children, I am constantly reminded that they too could be me or my children. Painting and cleaning is such a small thing to do if I can ease the stress of homelessness just a wee bit by contributing to the renovation of a room. I am inspired to do much more still. I have decided to get involved with projects on post. I want to be more than a teacher whose lessons stop at my four walls of my classroom at the end of the school day. If there is a student in my classroom or beyond who is in need, I want them to see me in the trenches with them helping, so they know that I am more than talk. They will see that doing my part to make a difference.
Chapter 11 really hit home for me. Our school has many diverse cultures and issues within the school that get ignored. I think our adminstration can relate to Nieto when she states "there is a reluctance to address these issues head one because by doing so we may feel that we are drawing attention to them." (p.400) This past year our school lost 30% of their teachers. To administration that wasn't a big number because we have 115 employees, 54 which are teachers. (you do the math) Adminstration did not mention anything to parents or make it public that they had lost that many teachers. Why? Because if they acknowledged it then it would look bad on the adminstration and draw attention to their flaws. They did the same thing with the diverse students in our school. They do not acknowledge them as needing special resources or one on on help. They are treated like all the other students and are just suppossed to grasp the material in a different language. Our staff tried doing what Nieto suggested on page 402 "creating a school culture" but it got shot down by the "old" families and adminstration. They said they didn't want to change too much all at once??? (We are supposedly a new school right???) They want to keep things running as they previously had.
For the upcoming school year I plan to use the strategy that was mentioned on page 410, to use a new strategy every week and ask students to offer their feedback. I had also learned about this method in EDUC 621 Differentiated Instruction. I enjoy having students grouped not by ability but by interests. Having new strategies ensures all students to be successful at one point in their class.
I was glad to see that two methods I use in my class are actually mentioned by Nieto; Respecting and Affirming Cultural Differences p. 415-416 and Lingustic Diversity p. 416-417. As I have previously mentioned on Fridays I have Language day. I sometimes teach them Italian or my bilingual students teach us a couple of words or phrases from their language. I make my students see that it is okay tobe different. Each of us has something different and new to offer to our class. I really think that Nieto saved the best chapter for last. There were many ideas for us, teachers, to implement this coming school year.
I agree with Maryann's comment that doing nothing is the worst thing to do. Many times teachers are too afraid to speak their mind for fear of losing their job. I can understand that but how can you work someplace where they are not thinking of the benefit of the students? I have spoken up at my school many times and yes it hasn't gotten me anywhere but I feel like at least they know where I stand. After 2 years of being at the school I am glad to say that this will be my last year there. I, like many of the other teachers, refuse to work for an adminstration that is only interested in their sports program and not their academic program.
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