kozol chapter 9

Johnson explains that there are many things that we can do to change privilege. As he explains in this chapter he believes that changing privilege is a process and it will not be changed in his lifetime or more lifetime. On page 129 Johnson was talking about male privilege and he says the only way to change male privilege is "bit by bit, moment by moment." Johnson explains that in order for us to see ourselves as part of the change we can not use the human life span as a significant standard to measure process. Johnson says how male privilege has been around for seven thousand years and white privilege has been around for hundreds of years. Privilege can not be erased in a single life span; it is a process and it takes time. What I did really like about this chapter is that Johnson gave us many ways in which we can change privilege. The example that I liked the most is the one that is on the bottom of page 151 which says one way we can change privilege is by speaking out. Johnson explains how speaking out is risky because receiving privilege depends on being accepted by other members of the privileged group. It is funny that he mentioned this because something like this happened to me at work this weekend. I work at a banquet restaurant and this weekend there was a party and the majority of the people were gay. Some of the other workers were making jokes and saying how they hate gay people. Normally I would be quiet and not say anything to fit into the norm, but on this particular night I did not. I was not laughing and I asked them what is the big deal if they are gay or not. When I said this they stopped making fun of them, but only for a short time. Like Johnson says bit by bit and I hope that I had made a little bit of a difference by speaking out for gay people.

talking points #9 on Orenstein

Premise:

• gender
• equity
• teaching
• sexual harassment
• hidden curriculum
• dominant sex
• sexist
• stereotypes
• school

Argument:

Orenstein argues that men are the dominant sex and the curriculum in school only focus on men as heroes. Orenstein believes that that the curriculum should accommodate both males and females because women are are people too. Also she says that boys are resistant to studying women. Finally she argues that kids learns from the hidden curriculum and it teaches girls how to act.

Evidence:

1. "It disturbed me that although girls were willing to see men as heroes, none of those boys could see women that way." This shows how boys are resistant to studying girls.
2. "Because I include women, I'm seen as extreme. If I took those lessons out and concentrated only as men's experience for a whole year that would be normal." This shows how men are the dominant culture and to focus a class on women is extreme.
3. "She began requiring two reports,, one from the perspective of a man and one presented as a woman. This goes along with her argument saying that the curriculum should accommodate boys and girls.

Questions/comments/points to share:

I really liked this article because it was different than anything we read this semester. The teacher in this article is great and I love the way she teaches. For a project she makes every student do two reports; one from the perspective of a man and one presented as a woman. The reason I think that she is great because she is treating the boys and the girls equitable. The boys in her class thinks she is sexist, but she is not at all. We live in a male dominated culture and when Ms. Logan teaches about women being equitable to men people think that she is sexist.

Ms. Logan then talks about the hidden curriculum. I really liked this because no teacher wants to admit that there is a hidden curriculum. The reasons the boys in this article chose men as their heroes is because of the hidden curriculum. Like Ms. Logan says the hidden curriculum tells girls how to act and what not to do, to avoid being sexually harassed. I think what Ms. Logan is saying towards the end of the article is that the hidden curriculum oppresses women. It tells them how to act so they are not a threat to the men. I think that Ms. Logan is great and she has made me think much more highly of women.

talking points # 8 on Kliewer

Premise:

• citizenship


• school


• teachers


• down syndrome


• segregated


• "special ed"


• disabilities


• stereotypes


• individualism


• dominant culture


• community


• learning


• segregation


• uniqueness


• ineducable


• "normal"
• perceptions
• equality

Author's Argument:

Kliewer argues that children with disabilities can learn and that teachers must accommodate all children. There is community value in all children and we must get rid of segregated classes. Students with disabilities should be placed in the same classes as everyone else because each child contributes a unique value to the class.

Evidence:

1. Shane argued "that each student contributed a unique and potential valuable dimension to the web of relationships that formed a school community."
2. "The class would not be half what it is if any one of those kids got segregated." This quote shows that kids with disabilities are valuable in "normal" classes and how they should not be segregated.
3. "In classrooms that recognize all children as citizens, teachers and peers have rejected the image of community burden attached to Down syndrome."This quote shows that all children should be recognized as citizens.

Questions/Comments/Points to share:

I really liked this article because it mad a good argument to why children with disabilities should be accepted into the community. It also showed me that kids with disabilities are not burdens they are stimulates to the class. Even though the author makes a valid argument, I still do not know where I stand on this argument. Should kids with disabilities be segregated or mixed with mainstream students. In one sense I think they should because I believe in equal opportunity to every student. I think that all students are deserving of the same education. In another sense I say no because students with disabilities may distract the other kids in the class. I am not staying this to be disrespectful, I just think that they may be distracting students without them knowing it. As you can see I am in the middle on this issue and I do not know if they should have special-ed classes or not.

A quote form this article reminded me of the article written by Johnson. In this article there was a quote that say "Lee is, in a sense, in a way he's branded. People see him. They see Down Syndrome." In the second chapter of Johnson's book he talks about how people with disabilities are seen only for their disabilities. This is very true the person becomes the disability and nothing else. This is sad that people are only seen as deaf or crippled and not for their personality. When you talk about the person you say "yeah the deaf kid" or something like that. People do not even call them by their name, they call them by their disability. We need to become more sensitive and treat people with a little more kindness.

Movie "Brown eye's, Blue eye's"

The movie that we watched in class was very powerful and a showed me and all of the students in the movie how racism affects people of color. I think that the lady in the movie is a hero because she is trying to stop discrimination a little at a time. In the movie she shows how people of color are signaled out by making all of the students without brown eyes sit in the middle of the room while the students with the brown eyes are faced towards them. She treated the kids without brown eyes terrible because that is unfortunately how people of color are treated. The girl that left the seminar crying seen how people of color are treated on a daily basis, but she had the opportunity to leave. Jane Elliot explains how people of color do not have an opportunity to leave, they must stay and take the abuse. This is a very interesting style of teaching how racism and segregation affect people of color. It showed me how hard it is to be a person of color. I know if I was treated like the "blue eyes" were everyday I would think that I was inferior and would want to be more like the "brown eyes." Jane reiterated that whites are treated differently because of privilege and no matter what the "blue eyes" did they would not be seen as equal to the "brown eyes." The "blue eyes" were treated differently because they did not have brown eyes and that is the only reason why they were treated differently.

continuation on Lawrence

Tuesday's class was very helpful and I feel like I understand Lawrence much better now. I just want to talk about some things that we discussed in class. At first I thought Brown vs. Board of Education was a great thing, but now I can see that things have not changed much. Schools are still segregated, but schools are no longer segregated by law. We obviously have not come that far since the decision of Brown. Like you said in class not all schools are integrated. The school I go to, William D'abate it is made up of about 96% of students of color. Even in high school, the school was not integrated. At West Warwick high school the school was made up of about 95% white. Brown did not work because areas are segregated which makes the schools segregated. The only way for schools to become more integrated is for the areas in cities and towns to become more integrated.

talking points #7 on Lawrence

Premise:

• equality
• whites
• African American
• segregation
• children
• schooling
• racism
• inferior
• superior
• separate
• education
• desegregation
• unconstitutional
• oppression
• society
• power
• privilege
• self-interest
• discrimination
• Americans
• courts

Author's Argument:

Lawrence argues that Brown vs. Board of education was a failure and that the court's lack of recognizing the true nature of racial segregation was not intentional and the lack of recognition affects Blacks today. The Brown decision denies the reality of race in America and it did not do enough to make blacks feel equal.

Evidence:

1. "If the state discriminates by continuing to participate in labeling blacks "not fit to live with," it is surely beside the point that it is not an active participant in particular acts labeling Blacks not fit to go to school with." This shows how Blacks are inferior and shows how Brown did not recognize the true nature of segregation.
2. "Once it is understood that segregation achieves its purpose by labeling blacks as inferior, it becomes clear that segregation is firmly entrenched when the label of inferiority is reflected in societal attitudes; moreover, once the label is firmly affixed, it will not be removed or alleviated by a mere discontinuance of official name calling. " This shows how Brown's decision denied the reality of race and how it affects Blacks today.
3. "The real resistance to the true desegregation of society comes from fear of competition in a society where opportunities are limited." This is another example of how Brown did not recognize the true nature of racial segregation and how it has affected blacks today.

Questions/Comments/Points to share:

I really had a tough time understanding this article. I am not sure what I have written down is the author's argument because I was very confused reading this. I did understand that the author did not like the decision in Brown and I do see how the decision affects Blacks today. We leaned about Brown vs. Board of education in Political science and I thought that it was great how schools that were separate were no longer considered equal. Also, I thought it was great how schools had to be desegregated in the south, but this article shows some repercussions in the Brown decision.

There is a part in this aritcle that caught my attention. It said that "white high school dropouts have lower unemployment rates than black young people with some college education, or that the economic gap between Blacks and whites is widening, despite growing numbers of Blacks in higher education." This is very upseting because this shows me that blacks are seen as inferior even to this day. This shows me that racial segregation has affected blacks today and has made them seem inferior.

talking points #6 on Oakes

Premise:

• grouping
• tracking
• ability
• teachers
• stereotypes
• poor
• minorities
• students
• low-ability
• high-quality
• uneven opportunities
• success
• privilege
• achievement
• learning
• performance
• schooling

Author's Argument:

Oakes argues schools must get rid of grouping and all students must get the same high-quality education that is essential to success because it is not fair that some students get better educations than others.

Evidence:

1. "School professionals and parents oppose tracking because they believe it locks most students into classes where they are stereotyped as "less able" and where they have fewer opportunities to learn."
2. "Students who are placed in high-ability groups have access to far richer schooling experiences than other students."
3. Children in the low level classes are more often interrupted by problems and arguing while students in high level classes are more involved in their classwork.

Questions/comments/points to share:

I liked this article because it was so true. In high school I was in mostly honors classes and like Oakes said the students in these classes provide the best teachers, a concentration of the most successful students and may have smaller class sizes. In high school I had the best teachers and the majority of them were department heads and had been teaching for thirty years. The kids in my class were very smart and most of them were ranked in the top five percent in the class. The average size of the honors classes were about fifteen students. All of these factors contributed to me getting a better education.

On the other hand, I had friends in the "low-ability" classes and he explained the class to me as useless and crazy. He said that they really did not learn anything the whole year and the other students in the class were so ill behaved the teacher yelled at them the whole class. The reason why I did take the honors classes is to avoid these terrible classes. I do believe though if they got rid of honors classes and mixed the classes up every student would be able to get the same education. I believe that every student should get the same education and schools should get rid of tracking.

Talking points #5 on Oakes and Lipton

Premise:

• Ideologies
• Public schools
• power
• myths
• merit
• scientific efficiency
• competition
• progress
• Success
• privilege
• poor
• inequalities
• unequal schooling
• diversity
• segregation
• education
• teaching
• democracy

Argument:
Oakes and Lipton argues that for an ideology to work both the powerful and those without power must believe the distribution of power is possible. Also, the ideologies of merit, scientific efficiency, competition, and progress characterize American culture and schooling and prevent society and schools from realizing their Democratic possibilities.

Author's Argument:

1. "It was as if they were playing on a field tilted in their opponents' favor-they might kick or throw farther and run faster, but their efforts reaped fewer positive results because the work was all uphill." This characterizes American culture because sometimes good work alone is not enough.
2. "Schools today still separate students into classes by age, grade, and ability." This is one of the ways Americans efficiently run the schooling system.
3. "Amid reports of declining unemployment, many American workers are underemployed, have reduced hours, less job security, and fewer health benefits because of practices that business believe are necessary to be competitive. "Competition is part of American culture and usually the ones without power suffer.

Questions/Comments/Points to share:

This text was very informative, but was very tough to get through. Even though it was very boring, there were a few things that I found interesting. I did find it interesting how the authors related the way a school should run to an assembly line. To say a school runs like an assembly line makes school sound very routine and very predictable. I believe schools are run like assembly lines and even though it gives order to schools it has become a little monotonous. It is interesting because I never thought of a school running like an assembly line, but after reading this I can definitely see the similarities.

This article relates to "White Privilege" by Peggy McIntosh. In this article she speaks of how doors open for people that are privileged. In the article by Oakes and Lipton explain that sometimes you can do everything right, but still never overcome the disadvantages that they began with. I would like to think that merit means everything, but it does not. Privilege means more than merit. Just look at all of the presidents we had; white males. I would love to see a change in the next election, but will it happen?

talking points #4 on Christensen

Premise:

• Teaching
• Manipulation
• Children
• TV
• Books
• Movies
• Secret
• Self image
• Racism
• Sexism
• Stereotypes
• Ignorance
  Misinformation
• Superior
• Inferior
• Discrimination
• Society's culture

Author's Argument:

Christensen argues that movies, TV, and books manipulate children into believing that there is one dominant sex, one dominant race, and one dominant class. Also, TV, movies, and books poison kids minds and teaches them how to act and live.

Evidence:

1. The author says that in Popeye Ali Baba and the 40 thieves depicts all Arabs with same face and same features and they are all thieves swinging swords. This is a stereotype saying all thieves are Arabs.
2. The author says that in Daffy Duck there is a lack of female characters and when women do appear they look like Jessica Rabbit or Playboy centerfolds. This is going to show kids that females are only useful for their looks.
3. The last piece of evidence that the author mentions is that people of color are either servants to the whites or absent completely. This will give kids the wrong idea and teach them that people of color are inferior to whites.

Questions/Comments/Point to Share:

This article was very interesting and it is something that I never gave much thought to. As a white male I never gave much thought to this because white males are very common in movies and usually play lead roles. Though today, people of color are more frequently seen in movies and cartoons. I just want to talk a little about how magazines and TV shows tell young girls how to look. They show these pictures of these Super Models and all the girls want to look like that. I think that it is awful to secretly make these girls feel bad that they are a bit overweight or not as pretty as these girls. The way people look and act are influenced by hidden messages that the media sends out. For example, if curly hair is in many girls will get perms because the celebrities are doing it. TV, movies, and books influences many of our lives and it seems like people will do anything to fit in.

This article reminds me of the one that Carlson wrote. Carlson wrote about how gays are left out of school texts and Christensen talks about how there is no Cinderella that is a person of color. Both of these authors makes an argument that there should be more equality for people outside the norm. Both would say that kids are easily manipulated at a young age and they must be taught and shown that there are important people besides white upper class males. People that are not part of the norm are discriminated against even to this day and it is just as bad to leave them absent as it is to just come out and stereotype them.

Talking points #3 on Carlson

Premise:

• Invisible
• Silent
• Teaching
• Community
• Public Schools
• Sexual identity
• Privilege
• Marginalized
• Gay
• Lesbian
• Homosexuality
• Homophobic
• Discrimination
• Criticism

Author's argument:

Carlson argues that gay people have been held back in the school community for too long and that "gayness" has been made absent in the school curriculum.

Evidence:

1. Carlson says that "normalizing texts exclude and neglect the culture of those outside the norm for the purpose of ratifying or legitimating the dominant culture as the only significant culture worth studying." So Carlson believes that texts only include the dominant culture and avoid any mention of gays.
2. Carlson says that "no state currently recognizes gays and lesbians as legitimate minority to be considered in textbook adoption or to be included in multicultural education."Teachers like to avoid discussion about gays.
3. Carlson tells a story of how a male substitute teacher was greeted by one of the students as she shouted across the room, "that man's a faggot, right?"This is one of the ways how gays have been held back in the school community. Gays stay away from the school system because they feel afraid to stand up for themselves because they are a minority.

Questions/Comments/Points to share:

Reading this article I felt sad because gays are discriminated against all the time and this article shows how. In school we never really talked about "gayness" except in health. In health they made it sound like the reason there are Aids are because of gays. In this article Carlson touches on this too. The article says that homosexuals were the first group in the U.S. diagnosed with Aids. An interesting thing that Carlson mentioned is how major textbook publishers avoid gayness. In textbooks they talk about other minorities, but never homosexuals. On page 239 where the teacher was discriminated against reminds me of high school. It reminds me of how gay teachers and students were insulted and discriminated against because they were gay. Kids can be very cruel and this is why many people try to hide their sexuality. Kids in my school would be beat up because they were gay and would be scared to come to school. There are very few gay teachers because teachers are also afraid to stand up for themselves. It seems like everyone is against gay teachers including other teachers in the school. I understand that gays are considered a minority, but they should be allowed to do whatever they want without being discriminated against. This makes me wonder if people will ever change their homophobic ways. Personally, I am not homophobic, but many people are and I am not really sure why people are so against gays. Maybe they are so against gays because they are different from them and they are disgusted by the thought of two men together. I do not care because whatever they want to do is up to them and nobody else. If they want to gay they can be gay. So what I am trying to say is that people should learn to accept gays because gays are going to continue to be gay no matter what is said to them.

Continuation of Kozol

In my first post I left out Delpit's fifth aspect of the culture of power which is how people with little power are more aware of its existence than people with a lot of power. The people in Mott Haven are well aware that they do not have much power. In Mott Haven they built an incinerator that was suppose to be built on the East side of Manhattan, but since the people in Manhattan have more power than the people in Mott Haven they were able to say no we do not want it. The parents in Mott Haven were very against this because it is harmful to the kids, but they put it there anyway. Cliffie's mother says that they put a lot of things in the neighborhood that nobody wanted and she realizes that they have no power to protest against these things. Also, people that do not live in Mott Haven dump there junk on the streets and nobody does anything about it. Towards the end of the article Cliffie says "that an evil exists and what the rich had done to the poor people in this city is something that a preacher could call evil." Cliffie a young kid even understands that the rich have all the power and that they do not do anything to help the people in Mott Haven. After class discussion I seen more similarities between Kozol's and Delpit's writings.

The last thing I want to talk about is the quote that Lawrence Mead mentioned in this article. Lawrence Mead a professor said that "if poor people behaved rationally they would seldom be poor in the first place." I totally disagree with this statement and this article gives a great example of how this statement is incorrect. Mrs. Washington acted rationally and she could not catch a break. She tried very hard to renew her welfare, but they gave her a such hassle and eventually she gave up. She was on SSI because she had cancer, but they said she was not sick enough. This does not make any sense to me and I believe that sometimes you can do everything right and still not be rewarded for it. I believe that a lot of people in Mott Haven act rationally, but can not catch a break like poor Mrs. Washington. The class discussion on "Amazing Grace" helped me greatly and I know understand much more that I did before our discussion.

Talking points # 2 on "Aria" by Rodriguez

Context/Premise

• Teaching
• Public language
• Private language
• Culture
• Family
• Closeness
• Americanization
• Individuality
• Silence
• Lack of concern
• Public society
• English
• Spanish
• Bilingual

Author's argument:

Rodriguez argues that even though English is very important to learn, people that are bilingual should not be discouraged to speak their own language because their language is a special part of their culture. If a family is forced to speak a foreign language like English it is possible that it may hinder communication among the family.

Evidence:

1. Rodriguez said that after English became his primary language he no longer knew what words to use in addressing his parents.
2. Rodriguez said that they remained a loving family, but no longer as close. They no longer were bound together by the knowledge of their public separateness.
3. Rodriguez would have been much happier with his public success he says if he had not recalled what it was like earlier when his family conveyed their intimacy through their private language.

Questions/Comments/Points to share:

This article was sad to read because this family had a very close bond and when they stopped speaking Spanish they began to drift apart. Their language is what made them close and without it they became like a regular American family. They should have been encouraged to learn English, but not encouraged to abandon their language completely. I have a friend who is from Mexico and his family was like Rodriguez's before they stopped speaking Spanish. His family is very close and him and his family do everything together. At home they speak their first language; Spanish. Even when I am over there they speak Spanish and I believe their "private language" brings them closer together.

This article by Rodriguez reminds me of "An Indian Father's Plea" because this young Indian was forced to change his culture just as Rodriguez was. Both Rodriguez and the Indian boy are both culturally different than I am, but that is not neccessarily a bad thing. Both of these people were americanized and their culture was altered because of it. Rodriguez no longer spoke spanish to his family and the Indian boy no longer wanted to do what he was taught to do growing up. So I guess what I am getting at is why are we so against different customs? Not everyone is brought up like me and I accept that and I wish that people could continue to pratice their culture without being discouraged to do so.

Talking points #1 on Kozol, "Amazing Grace"

Premise:

• Racism
• Segregated
• Poor
• Children
• Drugs
• Disease
• Awful living conditions
• Murders
• God
• Religion
• Prostitutes
• Lack of authority
• Danger
• Overcrowded hospitals
• Homeless
• Power

Author's Arguments:
Kozol argues that there are many children in the South Bronx that need our help and if we do not help these kids they will either be murdered or die of disease. Even if they do not die, what kind of future will they have growing up in a city like this?


Evidence:

1. Kozol says that 1/4 of the women in Mott Haven are tested positive for HIV which means their kids will be born with HIV.
2. In 1991 84 people were murdered and more than half were 21 years of age or younger.
3. When Kozol asks Cliffie who his role model is and asks if he read about George Washington Cliffie does not know who George Washington is. This shows me that they are not learning much in the classroom and will not have much of an opportunity to get out of the Bronx.
4. The majority of the population are prostitutes and drug addicts and dealers which means that the children do not know anything else. They think that being a prostitute or drug dealer is alright because they are not taught otherwise.
   

Questions/Comments/Point to Share:

This article was very easy to read, but it was very depressing. These poor kids in the Bronx live in awful conditions and they can not act like regular kids do. These kids have to worry about not being killed walking home from school or hoping they have something to eat for supper. What kind of life is this for a child? Children should be playing games and having fun with friends not fearing for their lives everyday. Children are young and naive and do not know why they are living like this. These children need help and if they are neglected now their entire lives will be meaningless.
This article reminds me of the article written by Lisa Delpit. Lisa Delpit said that "if you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier." The same principal applies in "Amazing Grace", by Jonathan Kozol. These kids are not told explicitly the rules to make acquiring power easier which may be the reason why these people are stuck in this awful city. The kids do not know any better all they know is what they are taught. I am not saying that everyone that grew up in the Bronx lives there their whole lives, but more people need to be aware of what they must do to have a better life for themselves. Someone must tell these kids, that the only way that they are getting out of here is to get a good education. I know it is hard to focus on school with all of these awful things going on around, but getting a good education is there one way ticket out of the Bronx.

About me

My name is Justin Cox and I am 19 years old. I graduated in 2006 from West Warwick High School. This is my second year at RIC and I commute from West Warwick everyday. I am an elementary education major one of the few males at RIC who are and my concentration is in math. I finished my first year with a 3.8, but I think that I got a little lucky.

When I am not in school I am either working or hanging out with my friends or girlfriend. My friends and I play football, baseball, and tennis. Football is my best and favorite sport, but I also enjoy playing tennis. In high school I was number one singles on my tennis team.

I enjoy watching football and baseball. My favorite baseball team is the Boston Red Sox and my favorite player is Josh Beckett.