Wednesday, April 27, 2016

Social Justice Event

One on One with Chris Burns 

The event I attended was on campus and was called “One on One with Chris Burns”. Chris was the first collegiate coach to come out as gay. He coaches the D1 basketball at Bryant University. He stated that all through high school he was the basketball start dating the head cheerleader, but he knew it didn’t feel right. He felt like something was wrong but ignored that feeling because he wanted to fit the stereotype of star athlete dating the head cheerleader. Once he went off to college at Bryant he realized that he was gay but was too scared to tell anyone because he did not want to hear the remarks or lose any friends. He kept it to himself but was dating someone named Anthony while in college. He discussed how people were suspicious about them being together and started making remarks. Keeping himself “in the closet” was “detaching him from his family and friends” he had to hide his identity from everyone in order to be accepted. When he finally came out as gay and the news leaked out everywhere he lost many friends, but had a support group of friends and his family that stuck with him. When asked what his parents said when he came out, his response was “they suspected it, and cannot wait to meet my boyfriend.” He was asked how do you think it will affect your coaching career? and he responded with that he knows he may never get a head coach position and that is fine with him because if he can be at least an assistant coach and teach and watch others succeed in the sport he loves then that is the greatest accomplishment out there. At the closing of his talk he told us that everyone’s life is a journey, do not rush it. If you do not feel comfortable you don’t have to say anything yet, and don’t let your fears take you over. Throughout this whole event I could think of Gerri August and her safe spaces article. This is about someone considered to be LGBT and how they need a safe place to be themselves. For Chris before he came out there was no safe space for him, he had no one to talk to, no one to “protect” him, and he was afraid of what reality could bring. After coming out, he found his safe space with his team he coaches, family, and support group of friends. He felt he could now truly be Chris Burns. Another author that stuck out to me while listening to Chris speak was Johnson and “say the words”. If Chris never said the words that he was gay he would still be someone he is not. He knew that his problem growing up was he liked the same-sex but was not sure how to say it, when to say it, or if he should say it. Since he said the words like Johnson would of encouraged him to do he was able to take a moment and think “I am now me”. The last author that came to mind was Grinner and SCWAMMP, Chris fit every aspect of SCWAMMP besides the straightness. Listening to him talk I was thinking he was once considered what America values, but now he would be looked like as less. He wouldn’t have equal job opportunities, he would be looked at as different, and he would be seen as less than someone else. Thinking he is “different” is completely incorrect, he is no different than you and I, he is human and has every right to be just as successful as everyone else. 

A youtube video by USA today about the coverage story on Chris Burns 

An article that Chris wrote about himself and coming out as gay

This is an article about LGBT people and playing sports, it is a 2016 article

Sunday, April 17, 2016

Empowering Education

Ira Shore 
Extended Comments 

This week I decided to use Carlene’s blog because I made the same connections to the quotes that she chose. The article by Shor mainly talks about education in school systems and how students should feel challenged in the classroom but also have the opportunity to question what they are being taught. 

The first quote Carlene used is A curriculum that does not challenge the standard syllabus and conditions in society informs students that knowledge and the world are fixed and are fine the way they are, with no role for students to play in transforming them, and no need for change” (page 12).  This is where Shor makes the main point of students being challenged in order to learn and grow. If there is no creativity or thought behind the curriculum then children will not be able to express or create their own thoughts and opinions. I also believe this goes along with Johnson’s article and how people show acknowledge the problem and “say the words”. 

I also agree that this article related to Finn’s reading and Anyon’s study of the different social classes. The quote by Shor “Students learn that education is something to put up with, to tolerate as best they can, to obey, or to resist” (page 26) explains if there is no student participation with the teaching then education is seen as something to get through. Finn would say working class schools with no collaboration from the students, the dominant theme was resistance. Shor would argue that in order for students to get the most out of their education they need to be able to work with their teachers instead of rebelling against them. 

Points to share:

I really enjoyed this reading it brought up many great points and made a lot of connections to previous readings. I agree with what Carlene had to say while explaining the quotes. Just like Ariana I thought Shor was a woman until I googled the name as well and was surprised to see he was a 70 year old man.... 

Sunday, April 10, 2016

Citizenship in School: Reconceptualizing Down Syndrome

Christopher Kliewer 

Grinner: Grinner is all about dominant ideology and it is demonstrated through SCWAAMP, which is what America values the most. Kliewer connects to the “abled-bodieness” that Grinner talks about. When it comes to being an able-body you are considered to be muscular, slim and a strong body, if you are thinner, larger, handicapped, or have a mental disability you are looked at as less able-bodied. In Kliewer’s article the people are not considered abled-bodiness and therefore do not fit the dominant ideology, he says "...legitimize discrimination and devaluation on the basis of the dominant society's preferences in matters of ability, gender, ethnicity, and race..." (73).

August: August talks about “safe-spaces” and how people can learn better if they feel safe, and comfortable in their area. She also discusses how schools should make students feel more normalized and less of outcast. Kliewer connects to August when he says “It’s safe – what he calls a ‘safe space’. Like a lot of people in Mendocino, he’s accepted for what he is, not what he isn’t. And he can concentrate on what he can do, instead of being shown or being told what he can’t do” (Page 86). This demonstrates that John felt comfortable and accepted by people and he was able to succeed. Knowing he was in a safe space gave him the opportunity to do what he can do, he also was able to feel safe in this space because he knew he was not going to be told “no” or be shown a different way he wasn’t comfortable with. 

Points to Share: 

The quote “I have Down syndrome, but I am not handicapped” (page 93) really stood out to me because it shows someone may have a disability but it does not prevent them from doing things. This article made me feel more confident in my recent decision of having a concentration in Adaptive PE. I cannot wait to work with students with different disabilities and make them feel more comfortable and enjoy class. 

Sunday, March 27, 2016

Literacy with an Attitude

Patrick Finn

"We all participate in this social system as if it were natural, the way things were meant to be." 

Here Finn is relating to Delpit and the rules and codes of power. He is saying that we all do something that is natural because we were taught that is the way they are supposed to be. We do not go against these social norms we have because we do not want to be looked at as a “rule breaker”. This is related to Delpit because she says that there is a set of rules that everyone knows and follows without questioning why we have them.

"When rich children get empowering education nothing changes.  But when working-class children get empowering education you get literacy with an attitude." 

Empowering education “leads to powerful literacy” which will then lead to power and authority. When rich children receive this education nothing changes because they are all ready in power with being higher in the social class. When working-class children get this education they take as much as they can in and explore it.  As Finn describes it “literacy with an attitude” is the working-class children taking this empowering education opportunity and learning what it truly is about. 

"Teachers made derogatory remarks regarding the students. A principal was reported to have said to a new teacher 'Just do your best. If they learn to add and subtract, that's a bonus. If not, don't worry about it.' A second grade teacher said the children were 'getting dumber every year'”. 

This quote is demonstrating how schools do not care for the students education and that they are just there for the money. To have a principal saying not to worry is unbelievable because they should be the ones aiding the teachers in the direction to get the students to learn. Instead the teachers are disrespecting the students and where they come from. If they are from a lower-class they deserve the same education has a higher class student. Every child has a dream they want to fulfill and teachers should be the guide to reaching it. 

Points to share:

In this read I feel like I could connect to Delipt and the “rules and codes of power” , along with McIntosh’s “white privilege”. I really struggled at first with the reading but when I looked at other post I could follow along better.

Sunday, March 20, 2016

The American Life 562/563

"Separate and Unequal" by: Bob Herbert 
Extended comments

This week I chose to use Kate’s post as the center of my post.

Kate started her blog off with a few vocabulary words and their definitions, I believe that this is a great way to start off a blog because it showed that you learned some new words to use in conversations and that you had to do a little research on the topic and its meaning. 

The first quote she used was "One mother asked why residents did not get to vote on letting in Normandy kids..." -562 

I agree with her that when I heard this piece I was reminded of Kozol and his institution/individual acts. The example she uses about Mott have and comparing it to the radio broadcast I agree have the same issue, the lower class did not have a say in if they wanted something or not. The idea of segregation is still around, there are people who think they have the more rights and power than someone else. 

The next quote she used was " crazy white kids are or how much freedom they get to be crazy." -563

This quote reminded me of SCHWAAMP, and how in today’s culture we value whiteness. Like Kate said, we associate having a good time to being white such as “white wasted”. The example of how the students of the college flashed their butts at the opposing team to taunt the is a perfect fit for how being white is valued. No one questioned the act because they were white, if they were of a different race there would of been a fight. 

Points to share:

I agree with Kate about how the two radio shows and the article by Bob Herbert having a lot of great connections to the text we have done in class. I can also relate to there being a lot of Johnson in the radio shows, such as how “we wont talk about it (race)”, and how Kiana wasn’t afraid to question the white privilege and say the words. She stepped up and asked questions along to admitting to feelings and talking about things.