tag:blogger.com,1999:blog-81689451224143673672024-03-13T17:29:32.639-04:00Old BlogSarahhttp://www.blogger.com/profile/00999614272416825368noreply@blogger.comBlogger16125tag:blogger.com,1999:blog-8168945122414367367.post-20461496716668626692010-08-03T21:44:00.001-04:002010-08-03T21:49:39.108-04:00Hello everyone! I have decided to utilize this already developed blog in order to track my experiences through Spain this coming semester. I will try to blog as often as possible as well as post pictures!Sarahhttp://www.blogger.com/profile/00999614272416825368noreply@blogger.com0tag:blogger.com,1999:blog-8168945122414367367.post-76977291875902631632008-04-22T12:06:00.003-04:002008-04-22T12:08:50.468-04:00Hello there,<br /> I had completely forgot to blog after Thursdays class and I was reminded by our discussion today in class. Our group is doing well as far as getting all our examples together. All our examples work well with our quotes we picked out. There are no problems in the group; we are doing well.Sarahhttp://www.blogger.com/profile/00999614272416825368noreply@blogger.com0tag:blogger.com,1999:blog-8168945122414367367.post-42347504653665120602008-04-21T21:56:00.001-04:002008-04-21T22:10:44.631-04:00"What Can We Do?" By: Allan Johnson<br /><br />Premise:<br /><br />Privilege and oppression<br />Problems vs. solutions<br />“tin cup” vs. “business case”<br />Everybody’s “hook” and nobody’s fault<br />Fluidity of social systems<br />Developing a sense of time constancy<br />Courage<br />Myth of no effect<br />Recognition of one’s own power<br />Ignorance<br />Awareness<br />Attentive listening<br />Decentering oneself<br /><br />Argument:<br /><br />Johnson argues that the structure of societies are not set in and stone and that they need to reshape their ways of viewing change and oppression in order to deter the patterns of “exclusion, rejection, privilege, harassment, discrimination, and violence.” He believes that not only is speaking the words is necessary; people must be courageous and be willing to step outside their comfort zone in order to implement change. Johnson stresses the fact that while one person might not be able to make a large impact, one person may act as a catalyst, instigating others to follow his or her passive, non-discriminatory ways. <br /><br />Evidence:<br />· Johnson notes, “…we have to be willing to travels without knowing where we’re going.” He tries to reassure the reader that although sometimes walking blindly, not quite sure of one’s path or direction might be scary and intimidation, we have to have faith that we are doing what is right. We have to be able to counter the established system, not necessarily breaking it, but questioning, and ultimately weakening it. <br />· Johnson states, “When we dare ask core questions about who we are and how the world works, things happen that we can’t forsee. But they don’t happen unless we move, if only in our minds.” Here Johnson is explaining how true change will come about if people expand their way of thinking and viewing the world. We need to move to change.<br />· He states, “Social systems are also fluid…Because a system happens only as people participate in it, it cant help being a dynamic process of creation and re-creation from one moment to the next.” He is describing how despite the popular notion that is it fruitless to try to change a society’s ideals, societies, just like people, are subject to change. They shift based on the current and that current is influenced by the will of the people.<br /><br />Questions/ Comments<br /><br />Reading this article was extremely similar to the fist piece of his that we read in the beginning of the semester. As I was reading the article, I noticed that some of his metaphors are rather cliché. While sometimes insightful, I feel that some of the descriptions were over simplified. I liked reading about the “myth of no effect” because so many people have the mentality that one person is not going to make a difference but thinking in that way only deters change.Sarahhttp://www.blogger.com/profile/00999614272416825368noreply@blogger.com0tag:blogger.com,1999:blog-8168945122414367367.post-58380821384324633122008-04-14T20:28:00.003-04:002008-04-14T20:34:43.355-04:00This site has some interesting material that questions the rights of people who are mentally retarded. The Glen Ridge case is mentioned in the article and I found the legal preceedings interesting to read about.<br />This site has a great review of "Our Guys" along with some other websites on the bottom of the page that have links to more articles regarding the Glen Ridge incident.<br /><a href="http://scholar.lib.vt.edu/VA-news/VA-Pilot/issues/1994/vp941113/11130062.htm">http://scholar.lib.vt.edu/VA-news/VA-Pilot/issues/1994/vp941113/11130062.htm</a>Sarahhttp://www.blogger.com/profile/00999614272416825368noreply@blogger.com1tag:blogger.com,1999:blog-8168945122414367367.post-26254475577320386942008-04-14T19:21:00.002-04:002008-04-14T20:23:46.771-04:00"Our Guys" by Bernard Lefkowitz<br /><br />Premise:<br />-sexual exploitation<br />-abuse/misunderstandings<br />-acceptance<br />-tragedy<br />-independance<br />-economic and family background<br />-peer pressure/desire to be cool<br />-coverups<br />-manipulation<br />-inherited traits<br />-leaders vs. followers<br />-sexual desires/ fantasies/ realities/ abuse<br />-perfection/idols in society<br /><br />Argument:<br />Lefkowitz argues that the utopian-like town of Glen Ridge was home to seemingly perfect children with influential parents that made up the organized structure of the suburb. The highly praised and honored school athletes were so influential and manipulative among both the adults and other youth in the suburb. The incident involving Leslie Faber disrupted the seemingly perfect society and caused the morals of the youth of the town to be re-evaluated.<br /><br />Evidence<br />-Lefkowitz notes that Jack Scherzer's father had a unrealistic view of his sons. He notes, "Now with Jack, you might not want to criticize his boys. because he seemed to think that they were nearly perfect. But so did lots of fathers."<br />-Lefkowitz questions the integrity of the people and the town itself when he questions, "Why did such a thign happen? Why in this peaceful little town of all places? Why these young men, the most pampered and favored boys in a town filled with pampered kids? Crime or onot, what these celebrated young men of Glen Ridge has done was ugly."<br />-Lefkowitz notes that the "boy's behavoir has always been the town's best-kept secret." This is evidence of residents' of Glen Ridge desire to keep the reputation of the young men as pristine and pure as possible, neglecting to recognize the fact that the young athletes were abusive criminals.<br /><br />Questions/ Comments<br />After reading this article I was thoroughly disgusted. To think that human beings can mercilessly carry out such activites and for noone to own up to their behavoirs is utterly sickening. What is even more disheartening is the fact that events like this happen on the same scale in areas all over the country. It is the nature of society that some people have power and privilege and others do not and this privilege is what allows criminals acts such as the Glen Ridge travesty to be disregarded and sought to be hid from the rest of the nation. This is eye- opening to the nature of the human mind and how wrong can mentally be warped to seem right and or normal. It was actually really scary to read.Sarahhttp://www.blogger.com/profile/00999614272416825368noreply@blogger.com0tag:blogger.com,1999:blog-8168945122414367367.post-33620355311240016482008-04-07T18:58:00.001-04:002008-04-07T19:00:06.093-04:00"Whites Swim in Racial Preference" by Tim Wise<br /><br />Premise:<br /><br />Ingrained<br />Privilege<br />Invisible<br />Subtle<br />Race-neutral<br />Development of Affirmative action throughout history<br />Opportunity<br />Inequalities<br />Hypocrisy<br />Cause and effects<br />Self- sufficiency<br /><br />Argument:<br /> Wise argues that although affirmative action was supposedly instituted to equalize society and expand opportunities for subjugated peoples, the program further extends the already prominent privilege that whites benefit from. He believes that the people who struggled to become free from oppression are still not receiving equal treatment in the eyes of the government. Wise also believes that privilege is so ingrained in the minds of white people that its presence and effects are not even recognized.<br /><br /> Evidence:<br />· Wise states, “privilege, to us, is like water to the fish: invisible precisely because we can not imagine life without it.” Wise explains how this privilege is so prominent that whites forget it exists and proceed to complain about how people of color are given so many opportunities to succeed. What whites forget is that even with these opportunities people of color are given, the privilege that white people embody is still more powerful and effective.<br />· When discussing the point systems for entrance to different universities and colleges around the country, Wise notes that “even truly talented students of color will be unable to access those extra points simply because of where they live, their economic status and ultimately their race, which is intertwined with both.”<br />· Wise notes that white privilege is evident in the fact that even though affirmative action is in place to prevent discrimination in colleges and universities based on race, “whites are more likely than members of any other group—even with affirmative action in place—to get their first-choice school.<br /><br />Questions/ Comments<br /> After reading this article, I was taken back by the fact that the author assumes he is writing to a white audience. When talking about white privilege he talks about how people like “us” are blind to the privilege and that “privilege, to us, is like water to the fish.” What would make him assume such a position? Isn’t this racist in and of itself? As one would only see fitting, this article goes hand in hand with Peggy McIntosh’s “White Privilege: Unpacking the Invisible Knapsack.” Unlike Wise, McIntosh does not assume that her readers are all white. Although she explains how she as a white woman views white privilege, she is careful not to group everyone together when she talks about privilege.Sarahhttp://www.blogger.com/profile/00999614272416825368noreply@blogger.com0tag:blogger.com,1999:blog-8168945122414367367.post-67949248906618023912008-03-30T15:07:00.001-04:002008-03-30T16:10:52.984-04:00“One More River to Cross” By: Charles Lawrence<br /><br />Premise:<br />Recognition<br />Racial segregation and desegregation<br />Immediate impacts vs. long term impact<br />Stigmatization/subjugation<br />Denial<br />Rational vs. illegitimate<br />Intangible consideration<br />Feelings of inferiority<br />Labeling<br />Scope of the remedy should not extend beyond the scope of the injury<br />De facto vs. de jure segregation<br />Taking into account the systematic nature of an injury<br />Accepting responsibility<br />Working to end segregation vs. letting it die a “natural death”<br /><br />Argument:<br />Lawrence argues that the Brown vs. Board of Education was not entirely effective in that it allowed the judiciary and society at large to ignore the actual issues of race and inequality in the world. He believes that due to society’s misconstrued and misunderstood way of viewing the issue of segregation, the eradication of segregation in public schools did not work to provide justice to blacks for the years of discriminatory labeling their people suffered; it was merely a band aide on a broken leg.<br /><br />Evidence:<br />· Lawrence states, “if a court has found a school district to be guilty of segregating its schools, the injury derives not simply from the racial separation of students and teachers but from all extant forms of segregation or racial discrimination in which the state has played a part. The removal of any of those sources of injury becomes an appropriate remedy.” Lawrence describes how the effect of Brown vs. Board of Education did not work to “appropriately remedy” the issue of extant forms of segregation or racial discrimination.<br />· Lawrence states, “To change the racial demography of the school system is not enough. To spend more money, or change the curriculum, or the composition of the school board will likewise prove insufficient….Black children will remain ‘less qualified’ until we gain representative influence in both the institutions of preparation and the institutions for which they are being prepared.”<br />· Lawrence notes, “If Brown v. Board of Education stands for the unconstitutionality of segregation, then the Fourteenth Amendment must guarantee blacks the right to be free from the continuing force and effect of that institution, or it guarantees nothing.” By this statement, Lawrence is describing how the goal of Brown is useless if there are no follow up measures instituted to guarantee equality for blacks in the future.<br /><br />Questions/ Comments:<br />Like I stated in my interpretation of the author’s argument, I believe that Lawrence is viewing Brown as a band aide that was put on a badly broken leg. Similar to Carlson’s advocating of normalizing society by giving everyone equal opportunities to reduce discrimination, Lawrence believes that the society needs to work to normalize the relations between whites and black in the effort to guarantee desegregation and anti-discrimination. I definitely agree with Lawrence’s argument because it is evident in today’s world that even though desegregation practices are the “norm,” people of color are still stigmatized in society and many do not have the same privileges that whites have. This is due to the government’s ways of handling the initial desegregation efforts. The effort on freeing blacks from the “continuing force” of discrimination was not concentrated on and therefore, still remains a problem today.Sarahhttp://www.blogger.com/profile/00999614272416825368noreply@blogger.com1tag:blogger.com,1999:blog-8168945122414367367.post-46141741924959086162008-03-20T21:51:00.002-04:002008-03-20T21:53:12.385-04:00This website has interesting material that relates to the Oakes piece we have to read for Tuesday.<br /><a href="http://www.ncmsa.net/heterogr.htm">http://www.ncmsa.net/heterogr.htm</a>Sarahhttp://www.blogger.com/profile/00999614272416825368noreply@blogger.com0tag:blogger.com,1999:blog-8168945122414367367.post-12806324454368545152008-03-20T20:46:00.000-04:002008-03-20T21:44:23.903-04:00“Tracking: Why Schools Need to Take Another Route” by Jeannie Oakes<br /><br />Premise:<br />-heterogeneous vs. homogenous classrooms<br />-abilities (low, average or normal, gifted)<br />-the individual vs. groups<br />-class differences and their influences on education<br />-quality of learning<br />-achievement/acquiring of skills<br />-feeling comfortable in the classroom<br />-inequities<br />-teaching methods<br />-learning “speeds”<br />-gaps in learning and abilities<br />-presence or lack of opportunities/ advantages<br />-handicaps<br /><br />Argument:<br />Oakes argues that heterogeneous teaching classroom setups can have beneficial outcomes if fundamental changes are made within the school curriculum and in the social organization of the school system. She believes that if teachers are strong in their fields and teach subjects that are “challenging, complex” and related to “real life,” the advantages of heterogeneous classrooms would outweigh the negatives. Oakes believes there are multiple reasons why the tracking of students in classroom is detrimental for the lower and normal students. She suggests such factors as the quality of the time spent on the learning, the actual content taught, and the atmosphere of the classroom itself influence the overall academic development of students. <br /><br />Evidence:<br />- Oakes states, “when teachers are skillful, there is considerable evidence that even the very best students make stronger intellectual gains while working with students of varying skill levels than when they work alone.” She explains that when engaged in group work, students of varying abilities can exchange ideas and help each other while simultaneously becoming stronger individual students. <br />- Oakes notes that in classrooms with students of lower abilities, teachers spend the majority of the time in class to discipline and establish order among the students. She believes that this does not lead to an atmosphere that is comfortable for the students, nor conducive to learning. Oakes states, “Compared to teachers in high-ability classes, they seem to be more concerned about getting students to follow directions, be on time, and sit quietly. Students in lower-ability classes more often feel excluded from class activities and tend to find their classmates unfriendly.”<br />- Oakes describes how students in higher level English classes are taught “classic and modern literature” that helps the students develop analytical thinking skills. She notes how unlike in the high-ability English classes, “Students in the latter classes [low-ability] learn basic reading skills taught mostly by workbooks, kits, and easy-to-read stories.” These tasks do not require analytical or critical thinking and basically just focus on memorization and repetition. These skills are not the required skills when it comes to taking standardized tests and getting into higher level institutions.<br /><br />Questions/ Comments<br />Having been in honors/ advanced placement courses all throughout my middle and high school career, I certainly read this article with an already formulated opinion. I do not believe that classrooms should be heterogeneous because doing so would require teachers to be super human figures, able to challenge the brightest and cater to the needs of those with lower abilities. I do not understand how anyone could look at that situation and think it is viable to carry out such actions. While the concept is nice and certainly advocates a sense of Communistic equality, I do not believe it would be effective in either the short or long run. I definitely agree that the curriculum in the lower and average classes should be just as content rich and rigorous as the content in the high-ability classes I just feel that the content should be taught at a different pace and maybe using different methods to connect with the different learning styles. I think that the ideas in this article relate to the ideas in Carlson’s article titled, “Gayness, Multiculturalism & Community.” Although the issue of sexuality is not addressed, the basic concept of normalizing the school community is addressed. Creating heterogeneous classrooms where students of all abilities learn together, leads to the creation of a body of seemingly similar students, working to make students of lower abilities feel just as competent and those of higher-abilities.Sarahhttp://www.blogger.com/profile/00999614272416825368noreply@blogger.com1tag:blogger.com,1999:blog-8168945122414367367.post-73219059531208317672008-03-17T20:35:00.002-04:002008-03-17T23:08:41.210-04:00"In the Service of What?" by Kahne and Westheimer<br /><br />Premise<br /><br />-change vs. charity<br />-transformations<br />-enlightenments<br />-promotion of self-esteem<br />-authentic learning experiences<br />-moving forward<br />-examination of the determinants of a certain lifestyle to advocate prevention<br />- focusing primarily on charity efforts<br />-“apprehending others realities”<br />-altruism<br />-civic duty<br />-critical reflection<br />-acquisition of vocational skills<br />-understanding<br />-connections<br />-relationships<br />-“developing citizens”<br />-communal obligations<br /><br />Argument<br /><br />Kahne and Westheimer argue that service learning is multifaceted and that different teachers choose to implement the work in different ways, ways that achieve different results amongst both the participants and ultimately the recipients. Kahne and Westheimer argue that those who believe that learning and service should go hand in hand should always ask themselves what exactly is the service? Learning in the service of what? They believe that service can carried out for both political and moral reasons and that these two domains lead to different relationships and experiences. <br /><br />Evidence<br />-The comparison of Mr. Johnson’s service learning for his 12th grade U.S. government course to Ms. Adams 7th grade service learning project is evidence of the differing view of service learning. While Mr. Johnson had his students focus on the actual volunteering experience, Ms. Adams had her students examine the reasons behind the poverty that they were studying. Kahne and Westheimer note, “Both provide authentic learning experiences, reflection on matters of social concern, and opportunities for interdisciplinary study linked to curricular goals.”<br />-The article notes how in the moral domain of service learning, the “SL activities tend towards two types of relationships.” These relationships include ones that emphasize charity along with one to emphasize the formation of caring relationships. However, in the political domain, the idea of “what it means to be a citizen” and a critical democrat is more focused on.<br />-Kahne and Westheimer raise such questions as “what values do service learning curricula model and seek to promote? What kind of society does service learning lead students to work toward? These questions are evidence of their main, fundamental question, “in service of what.”<br /><br />Questions/ Comments<br />I definitely have never considered the different distinctions between service learning practices that were presented in the article. The idea of charity vs. change was very interesting to me. I always thought that charity could embody change but I never looked at the two as different and almost opposing practices. I really liked the line, “we attempt to apprehend the reality of the other” and then to “struggle [for progress] together] when we care for others. I think this line really captures the essence of human bonding. This article certainly embodies the ideas of white privilege that Peggy McIntosh discusses in her article titled, “White Privilege: Unpacking the Invisible Knapsack.” The idea that we can help others in need revolves around our own stability and ultimately, privilege.Sarahhttp://www.blogger.com/profile/00999614272416825368noreply@blogger.com1tag:blogger.com,1999:blog-8168945122414367367.post-3551740850748666592008-03-03T14:33:00.004-05:002008-03-03T15:10:09.466-05:00"Unlearning the Myths that Blind Us" by Christensen<br /><br />Premise:<br />-popular cultural ideals<br />-racism, sexism, violence<br />-ignornace<br />-anaylsis of popular media<br />-unlearning myths<br />-"secret education"<br />-discrimination and subjugation<br />-accepted knowledge<br />-questioning vs. acceptance<br />-development of a critical consciousness<br />-stereotyping<br /><br />Argument:<br />Christensen argues that popular children's media influences the way in which children view the world, other people, and themselves. He believes that popular media secretely educates children in ways that are detrimental to their development. Christensen believes that children's books, movies, and popular fairy tales embody hidden sexist, racist, and violent messages. He argues that "unlearning the myths" will enlighten children to the messages which have distorted their views of people of varying racial and cultural groups.<br /><br />Evidence:<br />-Christensen gives the example of the Daffy Duck cartoon and how all there is a general absence of female characters and when female characters are presented, they are usually sexually exploited. He states, "when women do appear, they look like Jessica Rabbit or Playboy centerfolds."<br />-Christensen presents the fact that the Disney princesses are all white except for a few exceptions. He states, "there should be more women of color who play the leads in these white on white wedding cake tales."<br />-Christensen notes how in many childen's stories, movies, and fairy tales, women are portrayed as characters who are desperately trying to find a man to marry and settle down with. Women are not depicted as people who are trying to better themselves politcally or economcally. He states, "I don't want them thinking that the pinnacle of a woman's life is an 'I do' that supposedly leads them to a 'happily ever after'."<br />-"I want to develop their [his students] critical consciousness, but I also hope to move them to action." In an effort to uncover the myths Christensen asks his student to "watch for who plays the lead. Who plays the buffoon? Who plays the servant?"<br /><br />Questions/ Comments<br /><br />This article reminds me of Carlson's idea of how popular culture has a powerful influence on the way in which people interpret, understand, and educate. The various forms children's media present in popular culture embody certain rather disturbing images and messages that many people attempt covering up or defending. The whole idea of ,"it's just a kid's movie" is really not a valid argument to defend plots and characters seeing as how children observe and indirectly learn about people of other races and genders from watching/reading these media forms.Sarahhttp://www.blogger.com/profile/00999614272416825368noreply@blogger.com2tag:blogger.com,1999:blog-8168945122414367367.post-18804269167123180722008-02-25T21:33:00.003-05:002008-02-25T22:30:50.214-05:00"Gayness, Multicultural Education, and Community" by Dennis Carlson<br /><br />Premise:<br />-shame<br />-difference<br />-sexual identity<br />-silence/invisibility<br />-recognition<br />-normalizing<br />-deviance<br />-community of interest<br />-selective tradition<br />-stereotypes<br />-condition<br />-gay identity vs. homosexual orientation or preference<br /><br />Argument:<br />Carlson argues that American culture is experiencing a shift in the views related to homosexuality in the workplace and in society as a whole. He believes that there is a difference between having a gay identity and having a homosexual sexual orientation preference. Carlson also believes that schools try to put a blanket over any issues of homosexuality in order to "normalize"the enviroment and diverge any attention away from the issue. Carlson opposes this response to gays in the schools and instead, believes that public schools should be open to the gay influence. He believes that communication instead of silence is the best method when working to achieve understanding and respect amongst the gay and straight, student and teacher population. Carlson believes that the multicultural curriculum that is being constructed in NYC is a positive force that is working to spread equality and provide gay communities with a voice.<br /><br />Evidence:<br />-In regards to the differentiation between the gay identity and mere sexual preference Carlson states that a gay identity refers to "the construction a gay self identity and visible gay prence within a culture" while homosexual sexual preference is "more-or-less the natural direction of one's sexual desires." There is certainly a distinction between two terms, a distinction that many people are most likely unaware of.<br />-as an aspect of multicultural education Carlson states, "the objective of clssroom discourse" in which "all voices are heard and all truths are understood," would "clarify differences and agreements, work toward coalition-building across difference when possible, and build relationships basded on caring and equity."<br />-"the final compromise multicultural curriculum constructed in NYC is the best that progressive forces that hope for in the current situation."<br />-Carlson presents the effects of the lack of understanding of gays when he explains how people thought being gay was a "condition" and that it was "contagious."<br /><br />Comments:<br />This selection definitely links back to Johnson's ideas of "just naming the issues." Carlson explains how the lack of communication by gays and straights of the issues is further perpetuating the problem and to correct this, the silence needs to be broken and the names named. I would personally like to know if Dennis Carlson is of homosexual prefernce.Sarahhttp://www.blogger.com/profile/00999614272416825368noreply@blogger.com1tag:blogger.com,1999:blog-8168945122414367367.post-70612496106222870512008-02-17T16:39:00.004-05:002008-02-17T20:38:57.483-05:00"Aria" by Richard Rodriguez<br /><br />Premise:<br />-language barriers<br />-cultural intrusions<br />-private language vs. public language<br />-shame<br />-sacrifice<br />recognition<br />-assimilation and response of<br />-weakening of family bonds through assimilation<br />-private individuality vs. public individuality<br />-trust of authority figures<br /><br />Author's Argument:<br />Rodriguez argues that cultural assimilation leads to a decrease in a minority's private individuality while allowing for a growth of public individuality and identity. He believes that the language spoken in the homes of many minorities is not merely a form of communication but is more a representation of their identity and cultural pride.<br /><br />Evidence:<br />-Rodriguez notes, "they [his parents] agreed to give up the language (the sounds) that had revealed and accentuated our family's closeness<br />- he is noting how the language is the glue that holds the family together and without it,the family's cultural center is debilitated.<br />-Rodriquez states, "as we children learned more and more English, we shared fewer and fewer words with our parents."<br />-"By contrast, my father seemed reconciled to the new quiet. Though his English improved somewhat, he retired into silence."<br />-He was ashamed at his lack of skill when it came to speaking the English language. Consquently, he became rather introverted and soon he whole demeanor was completely altered.<br /><br />Questions/ comments/ points to share:<br /><br />- After reading the article, I was left with the question of whether or not he was appreciative of the assimilation that was imposed on him and his family.Sarahhttp://www.blogger.com/profile/00999614272416825368noreply@blogger.com3tag:blogger.com,1999:blog-8168945122414367367.post-85734475782620086092008-02-11T23:40:00.000-05:002008-02-12T00:01:52.491-05:00Goldberg's <em>100 People Who Are Screwing up America</em><br /><em></em><br />Premise<br />-education system's ideals<br />-political influence in classrooms<br />-the differing presentations of America's involvment in history<br />-the idea that Kozol is a symbol of the liberal educational establishment<br />-Kozol's ideals regarding teaching children unbiased views on the world and wordly concepts<br /><br />Argument<br />-Golberg argues that Jonathon Kozol's has liberal views on teaching including teaching politcally unbiased accounts of events in the classroom along with exposing children to the "truths" of society.<br /><br />Evidence<br />-Goldberg explains that Kozol is a fierece opponent of traditional learning and that he does not believe classrooms should be poltically neutral. <br />-Kozol believes that children should "have skepticism of authority"<br />-Kozol believes that little children should be opened up to the "truths of feminism, enviromentalism, and the Left's account of history."<br /><br />Questions/ Comments/ Points of Interest<br />I did not understand why Kozol's theories are viewed as so extremely eccentric and unecessary. To me, it seems as though his ideas are merely aiming to completely educate children; providing them with well-rounded accounts of events in history.Sarahhttp://www.blogger.com/profile/00999614272416825368noreply@blogger.com1tag:blogger.com,1999:blog-8168945122414367367.post-13304071571782362782008-02-11T21:39:00.000-05:002008-02-11T22:58:15.128-05:00Jonathan Kozol: <em>Amazing Grace</em><br /><em></em><br />Premise<br /><br />-the suppression of the communities in the South Bronx and surrounding areas<br />-the lack of government support for the issues in these communities<br />-the lack of appropriate health care for the inhabitants of these communities<br />-the question of whether or not poor people did something wrong to deserve their underprivileged lifestyles<br />-the emotional and physical effects from living in the South Bronx<br />-the notion that some people in power do not use their power to help the destitute and instead pretend that the problems do not exist. Consequently, those who are underprivileged are not seen or heard in society<br /><br />Author's Argument<br />-Kozol argues that for the most part, those who are underprivileged in society do not become that way due to their own mistakes and lack of hard work and ambition but instead, are afflicted with certain detrimental situations that negatively affect their persual of financial independance and success.<br /><br />Evidence<br /><ol><li>Kozol gives the example of Alice Washington and how her impoverished lifestyle was no reflection of her own values but rather an effect of domestic abuse combined with her failing health.</li><li>Kozol notes how many people believe the government has done nothing to help their situations. He quotes David, "what the rich have done to the poor people in this city is something that a preacher could call evil."</li><li>Kozol notes how people who lose their welfare payments have to go through a tremendously difficult process to get it back and this causes people's financial situations to weaken which leads to destitution</li></ol>Questions/ Comments/ Points to share<br /><br />After reading this article, I was deeply disturbed. Although most people are aware of the nightmare- like conditions that inhabitants of the South Bronx face, reading first hand accounts of their situations was like being doused with cold water. I was infuriated to read about the lack of health care and the awful conditions patients have to contend with when forced to go to the hospital. I would really like to know how these hospitals can even pass state inspections.Sarahhttp://www.blogger.com/profile/00999614272416825368noreply@blogger.com0tag:blogger.com,1999:blog-8168945122414367367.post-74268693503784321612008-02-04T17:19:00.000-05:002008-02-04T21:13:14.758-05:00Hello EveryoneHello everyone!<br /> My name is Sarah and this is my first year at Rhode Island College. I am an elementary education major with my content major in Spanish. By the end of my four years here I hope to be completely fluent in the language. I'm a dancer and have danced since I was two years old. I love to read and I work at a library. I play lacrosse and am on the RIC debate team (I debated in high school). My semester is going well so far. I can't complain. Well, that's pretty much it =p. ---- SarahSarahhttp://www.blogger.com/profile/00999614272416825368noreply@blogger.com2