Charles Lawrence “One More River to Cross"

Premise:

o Race
o Rules
o Inequalities
o Misunderstanding
o Hope
o Differences
o Power
o Privileges
o School
o Laws
o Whiteness
o Color
o Students
o Separation
o Fairness

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. The Court’s failure to recognize and articulate the true nature of racial segregation was more the product of an intentional, knowledge decision than the result of any inability to comprehend.

Evidence:

1. “segregation’s only purpose is to stigmatize and subordinate rather than to simply separate is perhaps best demonstrated by the fact that the whites in the antebellum south had no aversion in commingling with blacks as long as the institution of slavery made their superior status clear.”(pg 282)
2. “ black children are injured by the existence of a system of segregation, not merely by particular acts that result in the segregation of schools”(283)
3. “ segregation is self-perpetuating: once established, it will not disappear of its own accord, and its elimination requires affirmative action by the state”(284)

Thoughts to share:

This reading was one of the toughest readings we have worked on so far. I found myself continuously rereading and feeling still confused. I looked up many words. And even now I still am confused. I looked at the brown vs. board before but they way this was presented just didn’t interest me very much. However I believe it is an important topic that we need to look at.

Tracking: why schools need to take another route
By: Jeannie Oakes

Premise:

o Needs
o Schools
o Grouping
o Individuals
o Controversy
o Success
o Weakness
o Ability
o Tracking
o Differences
o High
o Low
o Performance
o Uneven opportunities

Argument:

Oakes argues that schools need to find another route other then ability grouping because students in the lower ability classes are not receiving the same education or the same opportunities as those in the higher ability classes.

Evidence:

1. 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"
2. "In low-ability classes, for example, teachers seem to be less encouraging and more punitive, placing more emphasis on discipline and behavior and less on academic learning"
3. “Students in the low ability classes were likely to have little contact with the knowledge or skills that would allow them to move into higher classes or to be successful if they got there.”

Thoughts to share

At first I found this reading to be a little hard and confusing but I think by the end I got the main point of it. I can relate this too my middle school in 6th grade it was mandatory for the highest level of students to do a science fair project where the other levels were not required or even offered to do the science fair. I’m sure many of the students would have loved to do a science fair project and probably would have done a better job than I did. I think all students should be given the same opportunities to succeed in the classroom no matter what their abilities might be.

Talking points #5

In the Service of What? The Politics of Service Learning by Joseph Kahne and Joel Westheimer


Premise
School
Community
Service learning
Community service
Requirements
Help
Learning
Homelessness
Compassion
Kindness
Volunteering
Kids
Classroom
Lessons
Life

Argument

Kahne and Westheimer both argue that service learning is a great aspect to a classroom curriculum but that should not be the only requirement. They feel if you require them to work with the homeless they should also learn more about agencies that help and read about homelessness and also help in their community.


Evidence:

1. "Efforts to integrate service learning activities into the curriculum have great potential and deserve the support they are now receiving." Incorporating service learning into the curriculum not only gives the students the lesson it gives them the hands on experience that they can learn from and better their community with.

2. “These two service learning projects have much in common. Both provide authentic learning experiences, reflection on matters of social concern, and opportunities for interdisciplinary study linked to curricular goals.”

3. “They stress the importance of compassion for those in need, and they encourage children and young adults to find ways to help.”

Points to share:

I thought this article at times was a bit challenging and drawn out however it did have a good point to it. Community service is a great aspect to a classroom and it has been in the classroom for many years. I can remember since kindergarten doing some type of service whether it is collecting cans, charitable shows or just volunteering. The service learning here at RIC is also a great experience. However I think what helps it work is that we talk about it and learn from the experiences of what and what not to do in our FNED class maybe not directly but the things we talk about will be in the back of our minds when we have our own classroom someday. I think service learning is a great part to any classroom.J

Unlearning the myths that bind us

Unlearning the myths that bind us
By: Linda Christensen

PREMISES:
“Secret education”
Books
Children
Movies
Dominance
Cartoons
Stereotypes
Race
Gender
Television
Knowledge
Acceptance
Media
Princess
Disney
Life
Money
Luxuries

AUTHOR’S ARGUMENT
Christensen argues that children are influenced by the portrayals of characters in books, movies and cartoons. She believes that these portrayals are often biased and only present one race or gender as better. She wants parents and young students to be aware of this “secret education” and to think with an open mind about different races genders and classes.

EVIDENCE
1. “Childrens cartoons, movies, and literature are perhaps the most influential by genre ‘read’. Young people, unprotected by any intellectual armor, hear or watch these stories again and again, often from the warmth of their mothers or fathers lap.” This is a great argument parents rarely deny children to watch Disney movies or cartoons and they are learning throughout all of these if parents aren’t aware of the “secret education” the children are being taught about the dominance of one type of a race, gender, and class over and over again. Children are sp influenced by this genre of happily ever after.
2. Our society's culture industry colonizes their minds and teaches them how to act, live, and dream." Everyone wants that happily ever after and it just shows how influenced we are and we don’t even know it. I know when I was little I always wanted a princess a dress or a princess crown sure I still want one now. And parents buy them for their children. We are all influenced and we have no clue until it’s pointed out to us.
3. “‘When reading children’s books, we aren’t just reading cute little stories, we are discovering the tools in which a young society is manipulated.’” After reading this article I can see where we are so manipulated by these movies. Children need to receive more education in this area.

POINTS TO SHARE:
This piece was a very interesting read. I enjoyed reading it because I really never thought about it before. It wasn’t very hard to read and I didn’t have to look up many if any words. A lover of Disney movies I can see where the perception of real life can be distorted of course which little or big girl doesn’t want to be a princess. I can see the dominate culture represented and that being of a higher class in most of the movies are apparent. I liked how she did the activities with the students and how they made real life projects for parents and students to become more aware of the affects. I believe this is an important lesson for us all.