Ok so overall this program was definitely helpful in creating an environment in which the Latino students could learn effectively. It appealed to their culture and the teacher used material like Mexican White Boy by de la Pena, which is a story that is similar to the students’ lives. By using material such as this it motivates the students to read more. They have found that others have been through the same struggles as them which also tells them that they can succeed. I have a few thoughts as to how this program can threaten some people. Firstly, seeing as I think that the education system is designed to mold the next generation to the designs of the “controllers”, a program that encourages individuality and non-conformity while straying from the approved curriculum is threatening to the controllers. By teaching the students about the roots of their ethnic origins it shows that they are different which in turn allows the students the opportunity to use critical analytical skills. They do this by asking themselves: why am I different how does this affect me? This kind of thinking is dangerous to those who desire conformity.
Yes, can you tie this to Escalante and Smitherman? Also, often when students are obstreperous, it's because they've been ill-treated by the school system. Is there a way, if your class in paper 3 is suffering from the sort of educational de-enfranchisement, that you can help empower them to seize the educational opportunities available without succumbing to behavior that will only hurt them in the long run?
ReplyDeleteWell of course I can Professor. The ideas that are in the MAS article are the same as those in stand and deliver as far as the ethnic and economic situations are related. They both tell of a situation that is hard yet possible, especially with "The Mexican White Boy" and Mr. Escalante’s past. As for Mrs. Smitherman's article, she is telling us of the struggles of the African American and their way of speaking. This by the way was just another reason for the rest of society to discriminate for no reason. They both are about an ethnic group that has been put down by the rest of society and they are trying to prove that they are just as good as the rest. As to the second part of your question, the answer is yes. Upon further evaluation, I have decided that my first act in my imaginary class would be to walk in and place a number of items on my desk. They would include: a small engine, a piece of wood work, a financial statement, a miniaturized rocket motor, and a fake human heart. After placing these items on my desk I would then go around the room and ask the students what they want to do with their lives. If the answer is on the desk I would explain how math applies, if not then I would explain anyway because math is in everything. If they doubted me at this point I would give examples of people that did not succeed in school and know nothing about math.
ReplyDeleteGood! One of the last permissible forms of discrimination is that of dissing on people's language. If they don't speak standard English, it's sadly still socially acceptable to put them down, refuse them employment, disrespect their ideas. Your expansion of ideas to include the small engine, financial statement, rocket motor, and heart, as well as take questions and field answers to show everything has math are great!
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