Talking Point #7--One More River to Cross

Talking Point #7--"One More River to Cross"--Recognizing the
Real Injury in Brown: A Prerequisite to Shaping New Remedies
-- by Charles Lawrence

Premise:

• Schooling
• Brown vs. Board of Education
• equality
• segregation
• laws
• privilege
  
• students
• race
• power
• society
• labeling
• recognition
• Southern-de jure/Northern-de facto
  

Argument:
Lawrence argues that "the Supreme Court's reasoning in striking down an interdistrict desegregation order in Detroit was flawed in that it misunderstood the true nature of the institution of segregation." He believes that this case was unsuccessful because no one recognized the actual issues of racism and inequality in the United States.

Evidence:

1. "Segregation violates the equal protection clause of the fourteenth amendment not because there is no rational relationship between the classification and the purpose-it is a supremely rational system-but because its purpose is illegitimate" (282). Here he backs up his statements by using the protection of the fourteenth amendment -- All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.
2. "If one views the Brown case narrowly, as a case intended to desegregate the nation's schools, history has proven it a clear failure" (281). Lawrence clearly states his arguement here, that Brown was not an unsuccessful case.
3. "Where does this analysis of what the court has chosen to ignore about segregation leave us with respect to our initial query concerning whether we have won or lost Brown and where we must proceed from here?" (286). Lawrence is implying that the Court refused to recognize the real nature of segregation thus making the elimination of segregation ineffective.

Questions/Comments/Points to Share:
This article was a little long for me (I don't really enjoy reading) but overall it wasn't too too bad. This article also reminded me of my Political Science class because next book we have to read is Brown vs. Board of Education. I agree what Lawrence is arguing because we still definitely see these segregation problems today. All we can do is "say the words" and try to fix the problems.

Talking Point #6--Why Schools Need to Take Another Route

Talking Point #6--Why Schools Need to Take Another Route

Jeannie Oakes

Premise:

• teachers
• students
• parents
• tracking
• ability
  
• less able/more able
• opportunity
• encouragement
• alternatives
• privileges
  

Author's Argument:
Oakes argues that "less able" students are having fewer opportunities to learn so we must alter the tracking system so that all students can learn and have the same opportunities. Oakes thinks that their are many reasons why the tracking of students in schools is penal for students that are considered low-ability to average.

Evidence:
1. "One fact about tracking is unequivocal: Tracking Leads to substantial differences in the day-to-day learning experiences students have at school" (178).
-- This immediately proves that tracking does not really work; students in higher groups have more access to richer schooling experiences rather then the low group or average groups.

2. "These differences in learning opportunities point to fundamental and ironic school inequities. Students who need more time to learn appear to get less; those who have the most difficulty learning seem to have fewer of the best teachers" (179).
--Again this demonstrates the consequences of being considered a lower ability type of student. It is unfair that the people who need to most education get the least and are not able to get the better teachers.

3. “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” (179).
--This shows that students feel excluded or even invisible (Carlson) that maybe they may be in the wrong state of mind to want to learn.

4. "The kinds of changes likely to promote high-quality learning for all students in heterogeneous classrooms go far beyond mere fine tuning of correct practice. These changes also require fundamental changes in the structure of schooling and teachers' work" (181).
--Oakes shows that these tracking problems will take a while to make correct and they require changes in the schools and teachers work.

Questions/Comments/Points to Share:
This article was a little bit confusing to me because there were a lot of points and arguments so I'm not sure if I found the correct one. Other than that, I believe in a learning environment where children will educate each other through positive interaction and modeling. It can be fostered through clear expectations, enforcing the expectations, and respecting one another. I like the idea of an inclusive classroom because students will not feel left out or labeled. Oakes points out some great ideas on how to organize your classroom (page 180). I also liked how she pointed out that the "rich get richer and poor get poorer" .. meaning those who are less fortunate in life and those with a lower ability in schools do not get the advantages or benefits as the rich or high ability.

Talking Point #5--In The Service of What? The Politics of Service Learning

Talking Point #5--In The Service of What? The Politics of Service Learning

Joseph Kahne and Joel Westheimer

Premise:

• education
• American Schools
• politics
• service Learning
• caring
• experience
• community
• teachers/students
• classrooms
• promote self esteem
• reality

Author’s Argument:
Kahne and Westheimer argue that it is important to acknowledge that service learning has political dimensions that focuses on the community and helping others not as a charity but to gain experience.

Evidence:

1. "The idea that educators should foster a volunteer ethic and encourage youths to give something back to their school or community currently receives widespread support" (7).
2. "We try to consider the life and disposition of those for whom we are caring...in so doing, we create opportunities for changing our understanding of the other and the context within which he or she lives" (5).
3. "Maybe this [community service] is what citizenship is all about, acting in a decent way toward people who live where we live. Citizenship in a democratic community requires more than kindness and decency; it requires engagement in complex social and institutional endeavors" (9).
4. "Moreover, when asked what they gained from the experience, many students said simply that it taught them 'that people can be different' from what you expect" (12).
5. "Moreover, it is important to acknowledge that the choice of service learning activities--like the choice of any curricular activity--has political dimensions" (12).

Questions/Comments/Points to Share:
When I first started reading this article I felt a little bit confused but as I kept on reading I wasn't lost. The article seemed a little repetitive but it definitely got the point across of how different experience is from charity. I liked how the authors included personal experiences from people when they volunteered. This article was a great one to read for this class because we are participating in service learning right now. Another thing that I thought of when I read this was my own personal experiences. When I was in 11th and 12th grade I helped teach CCD at my church just for an experience for my future plans on becoming a teacher. I really agree that all types of service learning and volunteer work is great experience, forms social bonds, and creates an understanding of all kinds of people.

The 9 Most Racist Disney Characters

CLICK HERE





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Talking Point #4--Unlearning the Myths That Bind Us

Linda Christensen: Unlearning the Myths That Bind Us

Premise:

• culture of power
• racism
• media
• education
• minorities
  
• stereotypes
  
• Disney
• discomfort
• gender
• accepted knowledge

Author's Argument:

Christensen argues that authors and producers in the media need to depict their works with social equality and that people need to be more critical and eye opening towards the way that these stereotypical genre's are portrayed. Children's media influence the way they act, live, and dream. Individuals need to learn about the "secret education" and "unlearning myths."

Evidence:

1. "Children's cartoons, movies, and literature are perhaps the most influential genre "read" (127).

1. "Many students don't want to believe that they have been manipulated by children's media or advertising. No one wants to admit that they've been 'handled' by the media" (128).
   
2. Daffy Duck--"'This is just a dumb little cartoon with some ducks running around in clothes' Then students start to notice patterns-like the absence of female characters in many of the older cartoons. When women do appear, they look like Jessica Rabbit or Playboy centerfolds--even in many new and 'improved' children's movies" (130).
   
3. "During a class discussion Sabrina said: 'I realized these problems weren't just in cartoons. They were in everything -- every magazine I picked up, every television show I watched, every billboard I passed by on the street'" (134).
4. "They were fueled by the opportunity to convince some parents of the long-lasting effects cartoons impose on their children, or to enlighten their peers about the roots of some of their insecurities" (137).

Questions/Comments/Points to Share:

Christensen's article was very easy and fun to read. It is also easy to relate to because everyone has watched Disney movies or cartoon shows such as Popeye. The thing is, no one really realizes how stereotypical these shows are. Until now I didn't even realize it myself, but it is very true. After I read this I thought about the activity that we did in class, SWAAMP. I related it to the "whiteness" category and how we do not have a black Santa, etc. I also remembered reading articles about how many Cinderella stories there are: Chinese, Native American, Black, etc. I also found that the activity the students did on writing essays critiquing cartoons was very interesting. This activity provides an eye opening of the kind of media out there; maybe this can help save future generations of media.