Online Discussion 1

[Nicole]

1. Throughout the articles from the Hidden Curriculum packet, the
underlying idea that "schools teach far more than they advertise" runs
throughout each article, bringing to the forefront that teachers as
well as students must be made aware of what they are being taught in
schools (Eisner, 1985 quoted in Ahwee et.al.). By using experiential
data in the first article, Ahwee and colleagues were able to highlight
some of the many ways that schools send messages to teachers and
students that are not inclusive of all types of individuals. I was
struck by the description of the special education classroom that was
located in a trailer far away from other parts of the school, as many
special education classrooms I have seen are treated similarly. The
message being sent is that these students are different from everyone
else, and therefore should be segregated.

In regards to bringing student experiences into the classroom, Mollie
Blackburn touches heavily on this idea and it's connection to allowing
students to have control and responsibility when it comes to making
decisions about their education. By focusing on her interactions with
Justine, it was clear that school did not feel like a safe place for
Justine to explore herself through literacy, whereas the LGBTQ center
was, and therefore she was more willing to speak about who she was and
how she felt, rather than hiding. The Lopez and Hall article about
the Native youths was very powerful in it's discussion of how changing
a physical space (in this case with murals) can help to open up the
school to the individual students, making the statement that the
culture of the students is important within the walls of the school.

I see this idea of incorporating the experiences of my students as
being helpful towards my teaching. When I create new units and
lessons it is important for me not only to include what I believe to
be connections between my students outside worlds and the school, but
to also ask them and in turn allow them to help me shape my units
through these experiences.
2.

[suzette cross]

Nicole,   It is very true that there is a distinct difference in how our Special Ed. students are treated across the board.  As in your school and that which Ahwee et al. describes, there are noted differences in my school, such as the name of these classes.  For example, general education classes have chronological numbers and then there is a big jump in numerical order for the names of the special education classes for each grade.  That is: there is 601. 602 etc., 701, 702, and 801, 802 all going up to 10.  However, the Special Ed. classes for each grade is 19 and 29, thus 619, 629, 719, 729 and so on.  It then is not only evident to teachers that these classes are "different", but also VERY evident to students that they are "different."  Additionally, there are differences in terms of the location of the class, although not as severe as Ahwee et al. relate.  The negative connotations brought about by these deliberate separations, and as you frame it - segregation, sends a clear message that they are not valued the same way, or expected to surpass their "norms."   What then would the authors we've read so far have to say about this and as Jessica posit, find valuable in the work we are developing in our class to address deficits such as what we are forced to be part of?   Dewey is very clear in "My Pedagogic Creed" that he believes education is mainly through social interaction, and that both nature and nurture plays a pivotal role in the education of the individual.  He is adamant that a child's teachings must be relevant to them or else it will conflict and be rejected in their realm of existence. Subsequently,  I believe that as we as a class come together to discuss our pedagogical practices and philosophies, and look closely at how we either seek to challenge these atrocities or indirectly or directly perpetuate these warped practices, then Dewey would be please that we are having a dialog and working towards better solutions.  As he states in the quote from Experience and Education, "....only by extracting at each present time the full meaning of each present experience are we prepared...in the future."    "Any educational practice based on...routine in which everything is predetermined is...anti-democratic" (Freire, 1987 (quoted in Shor & Par, 1999).   "...my destiny is not a given but something needs to be constructed and for which I must assume responsibility" (Freire, 1998).  These quotes are taken from the front of the package we received on Freire.  He is a very intense person and also very passionate about his belief in the problem-solving approach that literacy eduation and how educators should take this into account as it relates to learners' daily concerns and social realities.  Thus, he too sees how students realm of existence and social context plays a pivotal role in academics.  His message to us as educators and in this class is that we need to understand and practice this.  Therefore, in this respect his educational philosophy aligns with Dewey.   Street  has also stated that the study of literacy is not about literacy skills but more so social practices.  So far, all three authors have stressed how the social context is integral in the education of our youths.  Street is concerned with what our youths of the future will need in order to become, "... effective, thinking and acting citizens in the complex societies of the 21st century..." and how literacy practices needs to be redefined to coordinate with present times.  No longer are traditional ways of learning acceptable and/or effective.  New Literacy Studies which started over 20 years ago (according to Street) is what will propel our youths as functioning and well prepared citizens.  As this idea takes effect, in our 1300/01 class we are having varied discussions to flesh out what is going on, what is old, what is new, and how we can incorporate the new into our philosophies and pedagogy, while adhering somewhat to the scripted formulaes we've been alloted from those in charge of our educational system.  It is a heavy but necessary burden to carry, as we are now aware as a class, we have to negotiate the curriculum in order to educate our students wholistically.   Finally, Moje's, "All the Stories That We Have," was written to highlight the importance of getting to know our students and hearing their voices outside of the classroom.  They are not only learners, says Moje in this book, but learners.  Therefore, evidence in the classrooms of their worlds, outside of the four walls fo the school classroom, are relevant, complex, rich, and fascinating literacy practices they have and use daily.  However, sometimes this can only be seen when we step into their world, and view them as social beings outside of our classroom world.  Again, the social aspects of youths are of utmost importance and needs to be attended to with careful planning into our curriculum, units, and daily lessons.  Reading this book exposes what we are not doing, but more importantly, what we can now do and are expected to do if indeed we want to be more  effective educators.   In culmination, I believe they would suggest that as developing multicultural educators we need to be in constant reflection, evaluation, discussion, inquiry, research, flexible, and preparers in our field.  Without these key elements we will be missing the mark, not serving our students, and worst, doing them a great injustice.  We would in essence be worst than the bureaucrats who are running amok and distorting what education truly is and should be. As informed educators, we have to and are demanded to stand up to the test and apart from the rest.  This is what I believe these authors would say and expect from and of us.     Suzette --- On Sun, 3/7/10, Nicole <nsal...@gmail.com> wrote:

[Nicole Salvitti]

Suzette,

Your response was such a beautiful articulation of how we are working together to shape a pedagogy that will work to counteract the injustices that exist within the walls of our schools.  Just as your schools uses numbers to "hide" the special education classes, my school labels all the CTT classes as 01 (i.e.601, 701, 801...).  To make matters worse, as the students become less and less heterogeneous in these classes, by eighth grade the 801 class is basically the Special Education students, and all of the "low performers" (i.e. the "dumb class" according to the students).  It's awful having to watch my students lose their self esteem as the Hidden Curriculum of my school becomes visible. 

In this regard, I think that yes, Freire would agree that in our discussion of the problem we are taking first steps towards remedying these injustices.  However, I feel he would think that we need to take a step further- in this case it is the students who are often feeling the effects of inequities in school, and therefore we need to use this problem solving approach, not just with teachers, but with students as well (as Boudin does in her article about working with women in  prison's literacy class).  Involving the students in the dialogue and working towards Freire's notion of conszientization as a class leads towards meaningful Praxis- the joining of theory and action (hooks).  I am at a loss as to how this topic of special education specifically should be dealt with (though I complete a unit each year looking at abilities and (dis)abilities with my students).  How far to we lead the students towards taking action about the separation of individuals based on perceived ability (as judged primarily by test scores)??? (I realize I've begun to rant as this is a topic that I have been struggling with for a while...)

I believe what you said about Moje's work in terms of getting to know our students in their worlds is also an extremely important aspect of working with our students and seeing them as whole people.  I feel that our most recent assignment in which we "hung out" with a student outside of the school context is one in which Moje would find a lot of positive aspects, though you're right, as long as this continues, we remain in the classroom with the students, while the children remain outside. 

I love what you said about us as growing multicultural educators that we must remain in "constant reflection, evaluation, discussion, inquiry, research, flexible, and preparers in our field".  I add only 'action' to this list, as I believe that within this cycle of reflection we will take the action necessary to change our schools and open them to the multitude of learners.