Inside The White/ Caucasian Box
The Whiteness Project created a documentary, which interviewed various white people asking them to discuss their racial identity as being white. Each interview was only about a minute and a half, but the responses of some of the interviewees were very interesting. Many of them said they felt no privilege for being white, or didn't consider being white an advantage to them at all. Another common response that I noticed from some of the interviewees was that they felt at a disadvantage by being white. Every interview ends with a statistic, or data point of some kind that shows that although these interviewees words seem out of the ordinary, they really are more common to mainstream Americans.
One man mentioned how despite his high scores on the test for a trade job, he was denied the job because "the business needed to fill the minority quota." It was for this reason that he feels whites are now being discriminated against more than other minority groups.
Another man begins his interview by saying "Your color means absolutely nothing to me," and he goes on to say that he "does not by into the nonsense about discrimination." This man was dressed in doctor/ nurse scrubs, which i found interesting because of the way he was responding to the interview. It reminded me of one of our readings "The Culture of Power". If this man is in fact a doctor or even a medical nurse, he experiences the privileges of being upper-class. Often times, those who are of high socioeconomic status have the ability to avoid or ignore racial issues. This to me seemed like an odd response, especially because of the world we live in today. I feel that no matter how hard you try to avoid talking about race or exposing yourself to it, in fact you cannot. This man seems to be very ignorant to the idea of racism and discrimination.
A third man explains why he does not feel as though he has benefitted from being white. He grew up in a poor family, with a father who worked in a factory until he lost his job. However, despite his struggles growing up he discusses how he has finally begun to crawl out of that hole, with a well paying job of his own. At the end of his interview a statistic stated that "53% of blacks born in the lowest 20% of income will remain in that category, compared to 33% of whites". Before I even got to the end of this interview, I thought to myself how most times, whites are able to work their way up through the social class hierarchy whereas blacks are not. Despite this man saying he did not feel as if he received any privileges from being white, his ability to work his way out of being in the lower social class is one in itself.
An interview with one woman brought up another interesting point, which I had not thought about. She discusses how when you are talking with others about how they classify themselves, most do no say I am white. The more common answer is Italian, English, Irish, French, etc. The only time she considers herself "white" is when she is checking a box on some sort of government form. All other times, she refers to herself, as do many others, in ethnic terms.
An interesting interview with another woman who has tattoos and piercings, brings up the issue of being discriminated against even if you are white. She talks about how she feels discriminated against, as a white female, due to her visible tattoos, and piercings. She feels as though she receives the same "stares and glares" as any other racial minority. She does not think of herself as a normal white woman, she in fact considers herself to be a minority.
One interview really shocked me as I watched it. It was a white man who did not feel as though he benefitted from being white, and as a result of the civil rights movement, other minorities receive more benefit than he does. He then goes on to say "For some reason, some black people kind of hold on to the, uh, back in the day, the whole slave thing." When he said this I could not believe he referred to slavery as "the slave thing" as if it were not a huge part of our countries history. His main argument is that "we" do not owe black people anything for slavery, because it did not involve them or even himself. This was just a response I was not expecting to hear, but that shows the way this man, who is not unlike other whites, feels about race and discrimination.
As a viewer of these various interviews, I found this extremely interesting because there had never been anything done like it before. Most times when race comes up as a topic of conversation, it is how minorities feel as though they are at a disadvantage compared to whites. It is very rare, that whites are asked how they feel they are perceived. This reminds me of "The Silenced Dialogue" reading we did in class. Until this project started, there has not been many, if any, done like it. Whites are not usually asked how they feel about the topic of race or how they feel they either benefit or do not benefit from being white.
Sunday, November 23, 2014
Wednesday, November 19, 2014
An Interesting Article I Found
In the beginning of November Time Magazine published a cover and full story about teacher tenure.
And here is the link to the full Time Magazine article.
http://time.com/3533556/the-war-on-teacher-tenure/
The link i am posting is one response from an assistant principle in Virginia, who criticizes the article and describes what it is really like to be a public school educator today. I thought you guys might like to read.
And here is the link to the full Time Magazine article.
http://time.com/3533556/the-war-on-teacher-tenure/
Friday, November 14, 2014
Blog Post #9
Literacy with an Attitude
Patrick Finn
ARGUMENT
In "Literacy with an Attitude" the author, Patrick Finn, that students are being educated differently based on their social standing, and the social standing of the school they attend. He goes on to describe how different the experiences were when fifth grade classrooms were observed in an executive elite school, an affluent professional school, a middle-class school, and two working- class schools. There were differences so visibly obvious in all the schools, starting from the teachers and going all the way down to the lessons being taught. The teachers in the executive elite school and affluent school tended to be from the same neighborhood and areas as the students. Conversely the teachers in middle-class and especially working-class schools were from other towns and areas different from their students. Another difference was the way in which students were being taught. Those in the middle and lower-class schools were being taught to spit back the information they learned using methods such as multiple choice, one or two word answers, and fill in the blank. These students were not being taught the ways in which the information they were learning connected to their lives in the outside world. In the upper-class and elite schools however, these students were encouraged to learn through discussion and make connections to the world around them. The teachers and administrators in the lower-class schools did not believe their students were capable of making these same types of connections and discussions. The result of this leads to virtually no change at all. Students of the upper-class system will go on to live the type of life they grew up living, and unfortunately for those students in the lower-class system they will as well.
The lack of belief teachers and administrators have in these children about their abilities and possibilities is very sad. It should not be up to the teacher to decide a student's capabilities and their possibilities in life. It is the job of the teacher to give every student a fair and equal opportunity to become well educated and a productive member of society when they leave the walls of their school. Too often students are lumped into a category based on assumptions that do not apply to all students. To limit the knowledge being given to a student is wrong and needs to be changed in many school systems throughout the country.
Points to bring up in class: How can we as future educators help put an end to this style of teaching?
Student's futures should not be predetermined by their educators, we should help them reach their goals and aspire for them to achieve more than they think they will.
Patrick Finn
ARGUMENT
In "Literacy with an Attitude" the author, Patrick Finn, that students are being educated differently based on their social standing, and the social standing of the school they attend. He goes on to describe how different the experiences were when fifth grade classrooms were observed in an executive elite school, an affluent professional school, a middle-class school, and two working- class schools. There were differences so visibly obvious in all the schools, starting from the teachers and going all the way down to the lessons being taught. The teachers in the executive elite school and affluent school tended to be from the same neighborhood and areas as the students. Conversely the teachers in middle-class and especially working-class schools were from other towns and areas different from their students. Another difference was the way in which students were being taught. Those in the middle and lower-class schools were being taught to spit back the information they learned using methods such as multiple choice, one or two word answers, and fill in the blank. These students were not being taught the ways in which the information they were learning connected to their lives in the outside world. In the upper-class and elite schools however, these students were encouraged to learn through discussion and make connections to the world around them. The teachers and administrators in the lower-class schools did not believe their students were capable of making these same types of connections and discussions. The result of this leads to virtually no change at all. Students of the upper-class system will go on to live the type of life they grew up living, and unfortunately for those students in the lower-class system they will as well.
The lack of belief teachers and administrators have in these children about their abilities and possibilities is very sad. It should not be up to the teacher to decide a student's capabilities and their possibilities in life. It is the job of the teacher to give every student a fair and equal opportunity to become well educated and a productive member of society when they leave the walls of their school. Too often students are lumped into a category based on assumptions that do not apply to all students. To limit the knowledge being given to a student is wrong and needs to be changed in many school systems throughout the country.
Points to bring up in class: How can we as future educators help put an end to this style of teaching?
Student's futures should not be predetermined by their educators, we should help them reach their goals and aspire for them to achieve more than they think they will.
Blog Post #8
Becoming Something Different
Fairbanks, Crooks
CONNECTIONS
Fairbanks, Crooks
CONNECTIONS
This reading really made me think about a lot of other
readings we have done in class. The
culture of power, white privilege and the silenced dialogue are a few. I related this to the culture of power
because Esme’s teachers used their power to place her in which classes they
believed she belonged in without really knowing. As a student Esme did not really have much of
a say in where they placed her, especially when she was in the earlier
grades. It was not until she got older
that she began to take control of her own education by realizing where she
should really be placed.
I also
connected this reading to the reading on white privilege. In this case however, Esme’s nationality
caused her to be labeled and underprivileged.
She was denied the privilege to be placed in the appropriate classes, or
challenging classes because she was assumed to be a “not so smart
student”. Her guidance counselors and
school officials also used their privileges to decide for Esme as to where she
would be placed in class.
The last
reading it made me think of was the Silenced Dialogue. I think this reading is an excellent example
of how easily someone, especially a student with realistically no power, can be
silenced. It was not until Esme really
made her feelings and thoughts heard that she was set free from the silence she
had been subjected to for so long.
Silencing students happens all too often. Teachers assume students are unable to make
decisions for themselves, or find it absurd that students might actually know
what it is they need for their education.
I think that sometimes teachers and administrators get so caught up in
viewing the school as a whole that they forget to focus on each individual. Not all students learn and perform the same
way, just as they do no learn at the same levels at the same speed. It is important for educators to understand
the needs for individuals and do their best to not lump students into groups
that in reality are not benefitting them at all.
Friday, October 31, 2014
Blog Post #7
Between Barack and a Hard Place: Challenging Racism, Privilege, and Denial
By Tim Wise
REFLECTION
When I started this video, I honestly was not looking forward to watching the hour and forty minute long video at all. However, once I started watching and speaker Tim Wise began his discussion/ lecture, I was thoroughly intrigued with what he had to say. The way he presented his thoughts and opinions was entertaining as well as thought provoking.
In his lecture, he talks about how white people are so quick to judge and stereotype those who are not white, even before they know anything about them. Tim told a story about his experience traveling on an airplane, and seeing that the two pilots were African American. His immediate thoughts, even he an anti-racism activist, had the thought "I hope everything goes smoothly". These are the types of unintentional racism that many people experience. If asked if you are racist, odds are people are not going to admit that they are, or often don't think that they are. However, it is experiences and thoughts like this that make us realize that most, if not all, of us have at some point or another in our lives had racist, stereotypical thoughts about one race or another. We have become so accustomed to this way of thinking that we do not think about what it is we are actually being, and that is racist.
This video really connected in my mind to the privilege and power reading we discussed in class. Tim's experience on the plane alone, is an exact example of this. Had those two pilots been white, Tim would not have thought twice of the safety of the plane and the success of the trip. These pilots would have the privilege of being white to stabilize the ideas of others. The two African American pilot's although they might as well have been just as skilled and qualified, if not more so, than two white pilot's but because of the color of their skin they immediately get questioned and stereotyped.
Points to bring up in class:
Although a lot of us may not have realized it at the time, could there have been instances in the past week, month, 3 months where we had a racist or stereotypical thought. Why do you think when nothing is said about being racist by an individual, it is automatically perceived by others as if they are racist?
By Tim Wise
REFLECTION
When I started this video, I honestly was not looking forward to watching the hour and forty minute long video at all. However, once I started watching and speaker Tim Wise began his discussion/ lecture, I was thoroughly intrigued with what he had to say. The way he presented his thoughts and opinions was entertaining as well as thought provoking.
In his lecture, he talks about how white people are so quick to judge and stereotype those who are not white, even before they know anything about them. Tim told a story about his experience traveling on an airplane, and seeing that the two pilots were African American. His immediate thoughts, even he an anti-racism activist, had the thought "I hope everything goes smoothly". These are the types of unintentional racism that many people experience. If asked if you are racist, odds are people are not going to admit that they are, or often don't think that they are. However, it is experiences and thoughts like this that make us realize that most, if not all, of us have at some point or another in our lives had racist, stereotypical thoughts about one race or another. We have become so accustomed to this way of thinking that we do not think about what it is we are actually being, and that is racist.
This video really connected in my mind to the privilege and power reading we discussed in class. Tim's experience on the plane alone, is an exact example of this. Had those two pilots been white, Tim would not have thought twice of the safety of the plane and the success of the trip. These pilots would have the privilege of being white to stabilize the ideas of others. The two African American pilot's although they might as well have been just as skilled and qualified, if not more so, than two white pilot's but because of the color of their skin they immediately get questioned and stereotyped.
Points to bring up in class:
Although a lot of us may not have realized it at the time, could there have been instances in the past week, month, 3 months where we had a racist or stereotypical thought. Why do you think when nothing is said about being racist by an individual, it is automatically perceived by others as if they are racist?
Wednesday, October 29, 2014
Blog Post #6
"In Service of What"
by Kahne and Westheimer
REFLECTION
Reading this article really made me think about my experience with community service. When I was younger and participated in CCD we were required to perform a certain amount of community service hours in order to make our confirmation. To be completely truthful I did not enjoy any of the services I participated in, and sometimes even looked to try and find someone to sign off on my hours for me without doing any service. I think a lot of the kids my age felt the same way, and in fact did the same thing. At the time I did not see it as an opportunity for me to learn about someone or something else, but as a burden or requirement that I had to fulfill.
Similarly in order to graduate from my high school we also had to perform 30 hours of community service. These hours could be over the course of all four years. My freshman year I had the same attitude about community service that I did when I was trying to make my confirmation... " This is annoying", "why do I have to do this", etc.
It was not until my sophomore year of high school when, ironically, I participated in my church's mission trip group. That April I traveled with 14 other students and adults to Nicaragua to help serve the Mustard Seed Community. This was one of the most powerful experiences I have ever had with community service. We stayed for one week in the Mustard Seed Community, which took in disabled orphans, ranging in age from infants to 23 years of age. Each individual had a different story of how they ended up in the Mustard Seed Community varying from being dropped off by adults, found on the streets, and even in one case being chained to a pole on the side of the road and left there. For the full week we were there, we worked everyday from 7am until about 5pm to help build the community a chapel and dig a trench for proper plumbing. This was some of the most vigorous work I had ever done, in some of the most hot days. After completing our physical work for the day we then would take time to play with the children for about an hour. The excitement the children had for this one hour a day to be played with, loved, receive attention was amazing. The children were so happy from the smallest things. I learned so much from not just the trip itself and the country itself, but those children especially. They showed me you can be happy without material things. They taught me that all we really need in life is love and affection. And lastly they taught me to truly appreciate everything I have, like running, hot water. The entire week we were there we had no source of running or hot water. We were each allowed one bucket of water to bathe ourselves in each day. The very first day, when we found out we would have to take cold "bucket showers" I never would have thought I could have done it. But by the very last day, it was like we had all forgotten what a real shower was. We became so accustomed to living this way that realized we didn't need a full functioning shower to actually survive.
This experience taught me so much about not only the people in that country and community, but about myself. I truly wish I could go back a second, third, or fourth time and have the same type of experience. This experience showed me how a meaningful community service project can affect a person. I think the problem that high school students are faced with when it comes to community service is that they see it as something they have to do, not something they want to do. No one forced me to sign up for the mission trip, I just voluntarily signed up. Students would benefit more from one meaningful community service event that they truly want to partake in rather than 30 hours of monotonous services that they have no interest in. I think that is one of the major issues that is linked to community service being a requirement for high schools and incorporating it into the education system. If the service is truly a meaningful one, then the students learn can learn so much. However, if the service means nothing to the student, they may graduate high school but they will not have grown as a person. And isn't that what teachers and educators look to achieve for their students?
by Kahne and Westheimer
REFLECTION
Reading this article really made me think about my experience with community service. When I was younger and participated in CCD we were required to perform a certain amount of community service hours in order to make our confirmation. To be completely truthful I did not enjoy any of the services I participated in, and sometimes even looked to try and find someone to sign off on my hours for me without doing any service. I think a lot of the kids my age felt the same way, and in fact did the same thing. At the time I did not see it as an opportunity for me to learn about someone or something else, but as a burden or requirement that I had to fulfill.
Similarly in order to graduate from my high school we also had to perform 30 hours of community service. These hours could be over the course of all four years. My freshman year I had the same attitude about community service that I did when I was trying to make my confirmation... " This is annoying", "why do I have to do this", etc.
It was not until my sophomore year of high school when, ironically, I participated in my church's mission trip group. That April I traveled with 14 other students and adults to Nicaragua to help serve the Mustard Seed Community. This was one of the most powerful experiences I have ever had with community service. We stayed for one week in the Mustard Seed Community, which took in disabled orphans, ranging in age from infants to 23 years of age. Each individual had a different story of how they ended up in the Mustard Seed Community varying from being dropped off by adults, found on the streets, and even in one case being chained to a pole on the side of the road and left there. For the full week we were there, we worked everyday from 7am until about 5pm to help build the community a chapel and dig a trench for proper plumbing. This was some of the most vigorous work I had ever done, in some of the most hot days. After completing our physical work for the day we then would take time to play with the children for about an hour. The excitement the children had for this one hour a day to be played with, loved, receive attention was amazing. The children were so happy from the smallest things. I learned so much from not just the trip itself and the country itself, but those children especially. They showed me you can be happy without material things. They taught me that all we really need in life is love and affection. And lastly they taught me to truly appreciate everything I have, like running, hot water. The entire week we were there we had no source of running or hot water. We were each allowed one bucket of water to bathe ourselves in each day. The very first day, when we found out we would have to take cold "bucket showers" I never would have thought I could have done it. But by the very last day, it was like we had all forgotten what a real shower was. We became so accustomed to living this way that realized we didn't need a full functioning shower to actually survive.
This experience taught me so much about not only the people in that country and community, but about myself. I truly wish I could go back a second, third, or fourth time and have the same type of experience. This experience showed me how a meaningful community service project can affect a person. I think the problem that high school students are faced with when it comes to community service is that they see it as something they have to do, not something they want to do. No one forced me to sign up for the mission trip, I just voluntarily signed up. Students would benefit more from one meaningful community service event that they truly want to partake in rather than 30 hours of monotonous services that they have no interest in. I think that is one of the major issues that is linked to community service being a requirement for high schools and incorporating it into the education system. If the service is truly a meaningful one, then the students learn can learn so much. However, if the service means nothing to the student, they may graduate high school but they will not have grown as a person. And isn't that what teachers and educators look to achieve for their students?
This is one of the many homes that people live in within the local dump
This is a little girl named Lola, who I absolutely fell in love with
The building in the back is the house where we (the missionaries) stayed. In front is the Chapel we were helping them to build.
Sunday, October 19, 2014
Blog Post #5
Unlearning the Myths that Bind Us
Linda Christensen
EXTENDED COMMENTS
Response to Vicky's Blog
In her blog, Vicky, discusses how stereotypes are often thought of as television commercials and magazine photos. After reading this article she was able to realize that she, like many others of us, was affected much earlier than before she was able to read magazines and pay attention to commercials. Saturday morning cartoons and other "child-friendly" shows were imbedding the idea of common stereotypes. I think she is very right about how stereotypes are imbedded in our minds at such a young age. Most often parents try to screen their children from the common stereotypes, but fail to screen the cartoons and television shows they are exposed to. Children are more likely to be influenced and form the basis for their thought processes from these types of shows and the images that are portrayed through them.
Vicky then discusses how our knowledge comes directly from the myths we learn as children. This knowledge "binds" us as it becomes all the we know, and as a result in order to change this we have to "unlearn" these stereotypes. What I found interesting about this is that we so easily "learned" this false information and these myths instead of what is the truth and realistic. It really should be the other way around. You would think it should be easy for us to learn the true and realistic ideas but because of television shows, magazines, and other forms of media we are conditioned for the opposite.
I found Vicky's comment for class to be very thought-provoking. She discusses how her parents never worried about her being influenced by televisions shows because she was taught the difference between right and wrong and how to be herself. She then goes on to say that if parents took the time to explain to their children the difference between fantasy and the truth Disney movies and cartoons would not be so "dangerous" to children. This is a great point and idea to be considered. Parents have a huge influence on their children and the way in which they perceive the images they are seeing. Children can be taught to understand the difference between fictional ideas and real life experiences.
One thing I really liked from reading this article aside from the thoughts it provoked and ideas it brought up that I had never considered, was the project the teacher had her students complete. The project was set in place to make an impact on the community or others. In the reading it states that discussing it in class really is not provoking change. In order to create change, these ideas and class discussions have to be put further than within the walls of the classroom. I would be interested to know the reactions of those who received the pamphlets made by students and handed out at the PTA meetings.
Linda Christensen
EXTENDED COMMENTS
Response to Vicky's Blog
In her blog, Vicky, discusses how stereotypes are often thought of as television commercials and magazine photos. After reading this article she was able to realize that she, like many others of us, was affected much earlier than before she was able to read magazines and pay attention to commercials. Saturday morning cartoons and other "child-friendly" shows were imbedding the idea of common stereotypes. I think she is very right about how stereotypes are imbedded in our minds at such a young age. Most often parents try to screen their children from the common stereotypes, but fail to screen the cartoons and television shows they are exposed to. Children are more likely to be influenced and form the basis for their thought processes from these types of shows and the images that are portrayed through them.
Vicky then discusses how our knowledge comes directly from the myths we learn as children. This knowledge "binds" us as it becomes all the we know, and as a result in order to change this we have to "unlearn" these stereotypes. What I found interesting about this is that we so easily "learned" this false information and these myths instead of what is the truth and realistic. It really should be the other way around. You would think it should be easy for us to learn the true and realistic ideas but because of television shows, magazines, and other forms of media we are conditioned for the opposite.
I found Vicky's comment for class to be very thought-provoking. She discusses how her parents never worried about her being influenced by televisions shows because she was taught the difference between right and wrong and how to be herself. She then goes on to say that if parents took the time to explain to their children the difference between fantasy and the truth Disney movies and cartoons would not be so "dangerous" to children. This is a great point and idea to be considered. Parents have a huge influence on their children and the way in which they perceive the images they are seeing. Children can be taught to understand the difference between fictional ideas and real life experiences.
One thing I really liked from reading this article aside from the thoughts it provoked and ideas it brought up that I had never considered, was the project the teacher had her students complete. The project was set in place to make an impact on the community or others. In the reading it states that discussing it in class really is not provoking change. In order to create change, these ideas and class discussions have to be put further than within the walls of the classroom. I would be interested to know the reactions of those who received the pamphlets made by students and handed out at the PTA meetings.
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