Noelle Stappenbeck Chapter 3 & 4

Creative Connector Ch. 3 & 4

“How to be anti-racist without being anti-white?” p. 30

This I find hard to understand in my own views. He is white! How can he be anti-white? It’s almost as if he is the one that wants to tear his own skin off or dye it darker complexion.

I haven’t really had any instances like this other then when I was in high school and college. I was a member of the softball team and I was going to college for physical education. There is a stigma/stereotype that all the members of the softball team are lesbians and then there is that same stigma for female physical education teachers. I am not a lesbian, but I am also not anti-gay. To me it is their own personal choice. I do have some friends that are gay and or bisexual although I do not really agree or believe in it I do think that in their defense some people can’t help who they love. So this does not completely correlate but this was the only connection I could make. I feel that what I was trying to say as that sometimes because of this stigma/stereotype at times I was afraid to admit that I was a member of both groups because I didn’t want people to automatically think that I was gay.

“I don’t understand all this talk about differences. Each of my little kindergarten students comes to me with the same stuff. It doesn’t matter whether they’re Black, Hispanic, or White, they each have a brain, a body, and a family. They each get the same curriculum. I treat them all alike. And yet, by the end of the year, and as I watch them move up through the grades, the Blacks and Hispanics fall behind and the White kids do better. They all start with the same basic equipment. What happens?”

In my own teaching experiences I have seen this as well. It can be looked at in a few ways. But the first thing I feel that the teacher needs to realize is her assumption that “they come with all the same stuff”. That’s not completely true, because the teacher has to realize that yes they all come with a brain, but that is about it. They don’t all come with a family or at least the type that she is thinking of, each child is different in their own ways and there are a lot of things that determine how they are different. Depending on their race, ethnic group, religion, their home/family life, all take part in who they are and how they are going to learn. I could continue to go on and on about this topic as I feel so strongly about the need for teachers to get to know their students.

“We are tempted to cry out “Enough! I know this story and I don’t want to hear it again.”

Sometimes/a lot of the time I feel like this. As whites we don’t have a “white history month” yes there are many holidays that whites celebrate that many other cultures don’t, but these are the same for other cultures too. I know these are controversial topics but as I see it sometimes the white race is the one that’s fading out and they are actually becoming the minority and the ones that are being discriminated as well. I just feel like everyone needs to come to a halt I feel like sometimes others are looking for a reason to say “well that’s because I am ____________” or “I did not get the job because I am a women, because I am black, because, because, because…really anything can be put into that blank. It is just so hard for society to look past all these things. I feel like attempts are being made to change things but some people are causing the issues to stay the way they are.

Essence Extractor Ch. 3 & 4

As educators we need be role models to try to erase all the stereotypes and help all students thrive and become adequate members of society. Work towards social transformation.

Idea Illustrator Ch. 3 & 4


Speaks for it self :)

Interesting…?! Right?!

I feel that this picture shows the melting pot idea of America and the idea of ‘teamwork” everyone working together striving for everyone to get along.

Chapter 3

Chapter 3

Creative Connector

On page 54 in chapter 3 of “We Cant Teach What We Don’t Know” Howard says that “Hegemonic group(s) tend to construct reality in ways to reinforce, protect and legitimize their position of dominance (Sidanius & Pratto ,1993)” I can connect this to an interesting situation that I encountered over the summer while in Italy. There were a large number of street vendors in every major city and these street vendors were often selling replica purses. These purses would often retail for over a thousand dollars each and the street vendors would sell the knock off’s for less than fifty dollars. There were signs all over in English and Italian that said buyers would be prosecuted if they bought these purses. It was apparent that it was not the buyers, but the sellers who would get in trouble and in this fact lies the hegemonic group constructing reality to “reinforce, protect and legitimize” their positions of dominance. The fact was the only people being chased or prosecuted for selling the knock off bags were Black people or people of Asian dissent, usually Indians. There could be three street vendors on the same corner with their goods laid out on a rug, two of the vendors would be Italian, the third being Black or Indian and the Black or Indian person would be chased, have their goods taken, sometimes even arrested. The Italian Polizia, or Carabinieri didn’t seem to try to construct a “melting pot” but were trying to “protect” the hierarchy and hegemony that they thought should exist within their realm of life.

The notion of “Legacy of Privilege” as interesting to think about and in America the power truly lies in the hands of Caucasians. I have not only been guilty of, but have heard of the situation described on page 64 of “forever foreign syndrome.” When I first met my housemate who is Ethiopian I imagined him living in a hut and talking in clicks when he was first born (due mostly to his own jokes that he would play on people). This seems like a common notion that many people have about people of other different nationalities and a way to break dominance is through teaching our students to break the chain of dominance and shift our flow to inclusion and equity

Essence Extractor

Dominance is apparent in the hegemonic groups and it is easier to be ignorant about our dominances, but as teachers we need to chisel away at the dynamics of dominance in order to create a generation of more equitable students.

Scott Martin - Creative Connector: Chpt. 3

“As Whites, we usually don’t even think of ourselves as having culture; we’re simply ‘right.’ Dominant groups don’t hold ‘perspectives,’ the hold ‘truth.’” (p. 54)

I’m not so sure I hold much faith in this comment. Yet, on the flipside, I can see how it is possible to have that opinion. I can see what Howard is saying in the ability of whites to hold “truth” because we generally have the option of either seeing that worldview or exhibiting our culture. As in my last post I touched on my Irish heritage and their own struggles in the past. I don’t see that struggle as truth, just my culture which I am extremely proud of and celebrate it as much as possible… I have that option.

When speaking with a friend of African descent, he doesn’t have that option as clearly defined as I do. Yes, he can celebrate being African, but what exactly is that? That would be like me celebrating being European. I have the option of exploring and understanding the Irish history, tradition and stories, he does not know if he was from Zimbabwe, Cameroon, Niger, or any other area of modern day Africa. We have the choice as whites to celebrate our past… others don’t

“His vision of the melting pot idealized the Americanization process whereby new immigrants could ‘melt away’ their distinctive differences and emerge in the image of Anglo-conformity.” (p. 56)

I find this a tough subject to tackle from the American and historical perspective. This melting pot ideal was not a new idea throughout history. We, as The United States of America just adopted it as out mantra. The defeated of the Roman Empire were expected to forget their past and worship the Roman gods, to become Roman. The Crusades were to rid the heathens and redeem their souls in the Middle East. Even throughout Europe with the Norman invasion on 1066 in England. Each and every aspect of conquest and colonization was to rid the ideals that existed prior and make them agree to the new worldview.

“Christianity further restricted the parameters of truth and choseness by establishing their Messiah as the single arbiter at the gates of heaven.”

Well, this following post is not intended to demean anyone’s belief structure. But to touch on Noelle’s post about questioning the “timing” of finding God, historically, the way that one had to find God was through extreme strife and extinction. I fully believe that the spread and influence of religion, Christianity in particular, has lead to more death and destruction that every war in the history of man combined. Yes, I have no data to back up that comment, but it was the basis of the formation of this country… religious freedom… just as long as you were Christian. God help you if you believed in multiple gods or the Great Spirit as the indigenous people did… the white man with his Bible was coming for you.

Scott Martin - Essence Extractor: Chpt 3

This was an interesting chapter… being a fan of history and the influences it brings. I loved to see the idea that the Europeans bringing colonialism and all the burdens, ex. Slavery, religion, disease, etc., that came with it would shape us still to this day. I look at our curriculum from history to art education, and it is nearly a complete Eurocentric study.

Scott Martin – Rigorous Researcher: Chpt 3

Aboriginal Australians:

Indigenous, Aborigine, or Aboriginal Community:

· Australia is home to many different Indigenous or Aboriginal clans, also known as Aboriginal nations or tribes. Among the largest and most prominent of the remaining clans are the Pitjantjatjara, Arrernte, Luritja, Tharawal, Wiradjuri, Wonnarua, Alvawarre, Guugu, Yimithirr, Gabi Gabi, and Yorta Yorta Peoples.

· All of Australia's Indigenous Peoples are, or were at some point, seminomadic hunters and gathers. As a result, tracking of both animals and plants is considered a particularly important aspect of Aboriginal culture.

· Today, 32 percent of Australia's Indigenous community lives in urban areas and 43 percent live in regional centers.

· Health is a major concern for Australia's Indigenous Peoples. Infant mortality rates are 10-15 percent and life expectancy falls short of the rest of the population by 17 years (59 for males and 65 for females).

· Art is an integral part of both Indigenous culture and economy in Australia. An estimated 70 percent of total art sold in Australia was created by Indigenous artists.

(9/30/2010). Australia: Indigenous Peoples, Aborigines, or Aboriginal tribes of Australia: Pitjantjatjara, Arrernte, Luritja, Tharawal, Wiradjuri, Wonnarua, Alvawarre, Guugu, Yimithirr, Gabi Gabi, and Yorta Yorta Peoples. Retrieved from http://www.culturalsurvival.org/australia?gclid=CIvNkabbr6QCFaVn5QodchQWzQ

For more information please visit the above link.

Chapters 1 & 2

Creative Connector:

In chapter two, white dominance is detailed in great depth, especially in terms related to indigenous peoples or Native Americans. Howard explains how some teachers have the misconceptions that these Native American students “don’t work well” and have “little parent support.” According to teachers these students have no stake in their work and are “unresponsive” in the classroom. During my time in a rural school similar misconceptions and labels were being placed on students in the area.

This school had a new, as well as large population of Hispanic children. These Hispanic students in the classroom were the children of migrant workers, workers that traveled generally from Florida to New York for the harvest seasons. Many of the students had very rough lifestyles, living in cold trailers provided by farm owners with multiple families living in each trailer. These students never had a place to call home as they generally were always moving from state to state while their families worked for different farmers. Some families however would end up settling for long periods of time. Teachers started creating very damaging misconceptions that led to a lot of students being neglected. These students were labeled while never really being understood. The language barrier was the hardest thing to overcome for the teacher student relationship, but parents were also seen as “useless” because the parents were not able to communicate with them. The teachers didn’t understand that school was the last thing on these students’ minds. These students often had to worry about their essential needs: meals, heat, clothing, sleep. Along with these basic needs the students never knew when their families would pack up and move again.

Essentially I feel as though no matter what others may be saying about a student or feel about a student a good teacher nurtures and support their students. Students that are the minority within the school or coming from a diverse background need more support and need to feel comfortable in their environment before they will be able to achieve. This is just another form of social dominance and needs to end in order for social transformation.

Essence Extractor

As educators of diverse students we need to shatter ideas of white dominance and work towards social transformation. As positive role models and teachers we need to sculpt our students into catalysts for change.

Vocabulary Vitalizer

Dominant Culture: the majority that usually holds power, controlling institutions, cultures of “others” are suppressed

Social Positionality: how we view the world and how we construct reality within our world

Subjective: how we see others and how others see me

Objective: our social position i.e. jobs, salary, education level

Equity: actions, treatments of others. The general condition of justice, fairness and impartiality.

Manifestations: act of showing or demonstrating something

Oppression: mistreatment and exploitation of one group of people by another group of people

Pluralistic community: people of different groups, backgrounds and religions living within the same functioning community – no single group is dominant.

People within the dominant culture are rarely equitable, rather they are oppressive in their actions. The subjective views they have towards others are those of a "better than you" attitude. Objectively people within the dominant culture believe they have better social positions or deserve them more than others.

Alicia Arendt

Chapter 3 Decoding the Dominance Paradigm

Creative Connector:

I was struck by the passage that discussed the assumption of rightness, the passage in summary stated that the White dominant culture doesn’t necessarily see themselves as having culture but rather simply being right.  Whites don’t have a perspective, but rather a truth.

When I traveled to Germany and Poland in 2008 on an leadership program to study the holocaust, my Christian Lutheran upbringing was really brought into question.  While I came from a strong personal religious background, when faced with the impact of the Holocaust, it brought the assumption of religious “rightness” into question.  Many sermons, readings and essays in Christianity follow the assumption of rightness, that if you do not believe in Jesus as the savior you do not go to heaven.  Being in the camps and touching the walls of the crematoriums I was infuriated by this assumption.  It seems irrational to think that just because Jews don’t believe in Christ they wouldn’t make it into heaven but rather died in the hell of a concentration camp, only to be condemned to a different hell eternally in the afterlife.  These ideas and religious assumptions continue to challenge my thinking and my belief system to this very day.

The next passage that struck me was the discussion of the issues of colorblindness.  In my notes I summarized this passage and speaking to the ideas that the term colorblind assumes we can erase racial categories, ignore differences and achieve an illusionary state of sameness.  This treats race as irrelevant, invisible and taboo.

Working with urban youth, I always referred to myself as a colorblind teacher.  I used the term ignorantly, however, implying, or at least I hope implying, a different concept than Howard’s definition of colorblind.

When I think of colorblind, my idea was that all students are unique individuals that have distinct personal experiences, characteristics and abilities.  Colorblind to me meant seeing the students as they are, for who they are, but not looking at the color of their skin to define them.  I now understand that stronger meaning associated with the term and understand its implications as ignoring differences and not embracing them I also understand that my teaching philosophy needs to explore uniqueness and experience while also giving greater understanding to how our culture and/or color affects who we are as individuals.

Vocabulary Vitalizer: 

          

I tried to choose a variety of words to explore.  While some of these terms or words can be considered common vernacular, I thought it would be beneficial to re-examine the definition in terms of how they relate to the content of the book and dominance itself.

1.       1. Paradigm- model that forms basis of something, relationship or ideas to one another.
2.     Supremacists- believer in superiority of particular groups
3.     Hegemonic group- the authority or controlling power
4.     The Melting Pot- metaphor for a heterogeneous society becoming more homogeneous, the different elements "melting together" into a harmonious whole with a common culture
5.     Colorblind- interestingly enough Webster’s Dictionary defined this term as not discriminating
6.     Privilege- restricted right or benefits, rights and advantages enjoyed by the elite, special honor, and confidentiality of communication, granting exemptions to someone.
7.     Ignorance- lack of knowledge or unawareness.
8.     Affirmative Action- program to stop discrimination
9.     Assumptions- something taken for granted, belief without proof, unproved starting point.
10.  Assimilation- the act of becoming part of something, integration into a group, learning process.

The following is a paragraph utilizing the above vocabulary in an enlightening way that makes connections both to my teaching philosophy and the content of the reading:

These is a strong paradigm shift in the status of education that focuses on student engagement, equality and creating relevant learning for students.  This paradigm shift will in theory help develop strong educational equality.  While this move to equality was partly fostered by government programs such as Affirmative Action and No Child Left Behind, the goal of the new educational system needs to place more focus on individualized instruction, personalization and social development, while placing less emphasis on past assumptions of ignorance, assimilation, privilege and dominant ideals.

Essence Extractor:

The current world view holds that White’s assumptions are believed to be true while ignorance of other groups is the norm, thus allowing White privilege to remain unchanged and unacknowledged.

Noelle Stappenbeck

Creative Connector Ch. 1-2
1) The part where he goes back home and he feels like he doesn't fit in with his own kind and family. pp. 19-20 When I come came home from college and my brother and family had started attending church more regularly together because my father had just recently been diagnosed with a cancerous brain tumor. My father was given 6-9 months to live so my parents and brother were seeking a miracle and trying to find that with faith. I was so upset with the whole situation that I was rejecting everything and everyone and I really didn't understand how they could try to find faith in God at this moment in time when, I was questioning why God did this to our family?! At every meal they had began to "bless" the meal before we ate. They spoke about the Bible etc. and I just felt very uncomfortable with my own religious identity. Especially with all that was going on at the time. So I can understand how he feels when he feels as if he does not fit in.

2) p. 23 "I was immersed in different cultures around the world, I found myself alone one night on a moonlit beach at Byron Bay, on the east coast of Australia."...tour of Aboriginal Australia...She had taken me to many of important places, the prominent physical features of the land that are central to the stories and songlines of her tradition...I was drawn into their world,...stories...the land itself...the spirit of the landscape."
This reminds me of when I visited New Zealand and Australia, in New Zealand we were taken and given a tour of the original Maori Tribe's, the indigenous people of New Zealand's, sacred land. The land was beautiful and breath taking. It was full of natural geysers, sulfur pools, and even rock that was heated that you could sit on. They preformed a warrior dance to welcome us. And we were invited to a traditional Maori boar roast. It was so amazing to learn about them.

3) p. 25 When he visits his "ancestral homeland for my father's side of the family" He talks about how it was so cool to see where his ancestors were from etc. I'd love to visit Germany some day where there is actually a town of "Stappenbeck" and a castle that is in ruins. A few of my cousins have gone and visited and they were able to meet people we are related to. They were shown the records of the town and found our great great grandfather. I'd absolutely love to go there someday.

Essence Extractor Ch. 1-2

White dominance and social identity. The author him self is struggling to fit in he doesn't feel comfortable in his "own skin" with/around his own people.

Scott Martin - Creative Connector: Chpt. 1 & 2

“The question remains, though: Why would any White person become involved?” (Pg. 13)

I have a hard time with this question… most wouldn’t, many won’t. But I come from a completely Irish heritage, in fact I am the last member of my family to be, could be debated, of 100% Irish descent. From my studies and education, the Irish have had enough of their own struggles in terms of acceptance and racial equality in the United States post Civil War. The difference is that the Irish easily became part of the “Dominant” because of the color of skin… yet, that took many years of struggle and turmoil before that was accepted as white. Thus involvement is necessary from an Irish perspective.

“Even those of us who… still tire of being the demons of history…who are not white”. (Pg. 30)

Again I am drawn to my Irish history and the fact that on the surface level… I am nothing more than white. No, I have never had to organize and stand with the oppression of the Irish Americans of the past, but when talking about the centuries of White Dominance, My family went through many of the post Civil War, and just pre-Civil War, struggles that many people of color did. Yet, I will not deny that many in my close family still take advantage of racism and dominance.

Scott Martin - Essence Extractor: Chpt 1 & 2

Trying to describe this is a difficult job. I would say it is: How we overcome the past guilt and move towards the understanding of cultural involvement.

Scott Martin - Idea Illustrator: Chpt 1 & 2 pg 15 quote: “Whether we deepen in our awareness… boundary of ignorance.

see photo above.

Alicia Arendt Chapters 1-2

Creative Connector-

I found the below concept very poignant to my life and it related to my 4 years of undergraduate work.  A passage in chapter 1 discussed how there isn’t a choice of color.  It went on to say white people can choose to come in and out of a culturally black setting where as the opposite side lacks that choice.  It is not an option to not be black; it is the life they live 24-7. 

This passage struck me as I spent 2-3 days a week, over the course of 4 years, going in and out of the city of Rochester to work with youth in a variety of capacities.  I was struck with the levels of poverty and segregation still prevalent in the city, but as a person of dominance, I got up and left at the end of the day .  In opposition my students did not have that choice, it was their reality.

“If I wanted to help excise the caner of racism, I had to go to the source of the tumor.”           

I found the above quote relevant to my life for several reasons.  As I stated earlier, much of my college years were spent in the city.  While it is important to read books, such as this and study about multicultural for myself, the greatest problem lies in the source of the tumor. As a white educator the challenge is to bring my understanding, experience and knowledge into more ignorant, poorly informed areas in order to help excise the caner of racism.

Essence Extractor-

Chapter 1-

Oppression is perpetuated by dominance and societies lack of acknowledgement.

Chapter 2-

Inequality in schools continues to exist due to white dominance.

Rigorous Researcher-

I wanted to gain more information about what the achievement gap is and why it is significant.

To better understand the achievement gap I found several links and graphs posted below.  I though this was an important topic to discuss further as it reflects the role of educators and stresses educators role in multicultural education.

What is the Achievment Gap

Harvard Project

Video Stories