Christmas 2010

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Noelle - Reflection

In what ways have you examined fundamental beliefs about diverse learners with respect to learning and teaching?

I've learned from this book is that there are other opinions then just my own. The school that I work in, although it isn’t a city school, it has a very diverse student body. I can tell you all of my students, and I appreciate each and every one of them, and I see their differences and view them as positive. I teach my students to push themselves and believe in themselves regardless of their race, ethnicity, culture, home life etc. I have a unique view at some of the students in my school because my fiancé is a sheriff for the county that my school is in, he will come home and so will I and sometimes we will share stories of things that went on at work, it saddens me deeply when it’s one of my students families that my fiancé tells me about some domestic situation, horrible living conditions, etc. and then on the same note sometimes it is hard because the students who act out are those who’s parents my fiancé arrests for drug use etc. and I can tell you for sure that it is not just the colored kids parents! So this is where my stereotyping has ended, because I see it with my own two eyes, from more than just people who aren’t white, from more than people who aren’t from my culture! On the other hand I also see with my own eyes in my school that teacher prejudice and inequality does exist and creates a huge disparity in educational quality, only furthering the achievement gap. It is those teachers that I wish I could help, but we are slowly getting there as a society.

How or in what ways have you reframed your perspectives on diversity with the intent to inform future practice?

I have been reframing my own perspectives on diversity ever since I was placed to student teach in the school that I was just talking about that I now work at. So for almost two years now, I grew up in a town two over from the town that I teach in and it is nothing like the town at all. The school that I went to was comprised of mainly white middle to high-class families, so at a young age I was never exposed to diversity. Now that I am having my own child and my fiancé although he is white, grew up in a diverse setting where he was exposed to all of it at a young age. I envy him at times because he accepts people for who they are with out automatically thinking “oh what’s that person doing, they could be up to no good” because of his profession he does know which people are “bad” and “really up to no good” he is a very good people reader and sometimes I wish I had that skill. On the other hand I like my innocence when it comes to diversity because I am learning now in a time where they are attempting to abolish and change peoples/society views. I see people for who they are and who they could be I try to find the “good” in people before, I think they are “bad”. But with my “reframed”/” ”reframing” perspective, since I admit I am not all the way there, I know that I will watch how I say certain things, and approach certain situations. I don’t want to stereotype my students I want to give them all a chance, and teach other colleagues to do the same. If I set a good example it will pay off, like the whole “pay it forward” idea!

Noelle

Chapter 8

Creative Connector

“There is a personal renewal and hope to be found in the possibility of change and the opportunity to believe and act in new ways.” (p. 139)

I feel that this quote means so much it can be viewed in many ways, not only in multicultural education. Another view is inclusive education, which yes does include multicultural education, but not just that. We as inclusive teachers can find “renewal and hope” in the “change and opportunities” that we give all of our students. We need to remember that we are teachers to all students that every student is an individual, not just those who are academically or physically challenged, those higher achievers, or just the kids that fall in the “normal” category. We can make a difference in the lives of our students no matter where they come from, their background, their race, their ethnicity, etc.

The next reflection I’d like to make is chapter 8 discussion question 2: “For People of Color and White people, what do we need from each other if we are to create spaces of trust and effective collaboration in the service of our students?”

I feel that schools these days are striving to answer this question , they are finding the “trust” that has been gone for so long because of our countries history, it is still so easy for both Whites and Colors to blame and pull the “race card” but it is getting better. Our nation has become very excepting of people of all races, ethnicity, cultures etc, we as a society just need to become more excepting of each other and try to erase/diminish stereotypes, but that is Gary Howard’s place “of vision, healing, and positive change”. For me it isn’t hard to think about collaborating, but for others it may, it’s hard to help people get to a comfortable place of trust and collaboration, and I feel that the way that this book and Gary Howard goes about it towards “White Teachers” is wrong and it makes upset how he views and stereotype people himself!

Reflection

1. In what ways have you examined fundamental beliefs about diverse learners with respect to learning and teaching?

The key idea I've learned from this book is that there are other opinions then just my own, and that despite my style of teacher and my focus on urban education and diversity there are many teachers that do operate under the guise of Howard's ideas.  For a long time I was frustrated while reading, saying, this isn't me, I am open I work with diverse students and I can tell you all about each one, they are all my students...and I appreciate them and push them regardless of race.  But after looking closer at the issue I began to see that this isn't always the case, and teacher prejudice and inequality does exist and creates a huge disparity in educational quality, only furthering the achievement gap.

One thing I also learned from this book was to closely examine the terms I use and how I express my beliefs about diversity.  For many years I would refer to myself as colorblind- not meaning it in the way Howard explained it.  I believe that each student is a unique entity with their own ideas, history, experiences and culture.  Their background and race plays a part of this but it doesn't make up their entirety.  I though if I said colorblind i'd be communicating this idea- when in fact the actual term is considered to be offensive as it ignores or turns a blind eye to otherness.

2)  How or in what ways have you reframed your perspectives on diversity with the intent to inform future practice?


In many ways I learned how students culture is a larger aspect of over all performance then I past understood. I considered race and experience when teaching but I was ignorant to the strong impact societal institutions play into creating the achievement gap.  Now with a more informed understanding of the issues that rise in education because of race I feel I can go into schools and the higher echelons of education and seek to being to push progress.

I also explored issues related to NCLB and how the increased testing, pressure and bias of the program does more to leave children behind, then it does help further their education.  While the idea is revolutionary it's implementation needs strong work.

While I'm personally having an internal debate with myself over whether or not I want to go into higher education, policy reform, exc or if I want to be a normal common person with a life I think these are issue that push me into choosing the no life option.  I think that despite the cliche-ness of this I believe that change can happen and that education and begin to implement more progressive and universal policies and I want to be part of this.

While I had many fundamental arguments with Howard, I will say, my admit disagreement helped me form my own opinions and helped me grown in what I believe to be true and right. (also I feel really sick so I hope this makes sense!)

Chapter 8

REACH

In all the heated discussion and conversation over this book I figured I would change it up and try to end on a semi-positive note.  As apposed to doing a creative connector, I figured I'd use this last review chapter to sort of do a creative connector of the book in it's entirety and explore the positive aspects of the REACH program founded by Howard.

I think that in terms of the book I really connected with what gary speaks to in this last chapter about the importance of teaching multi-perspectives, histories and better promote a pluralistic history.  I think too often it's African American History, Native American History, History which as Howard puts it is the white history.  I think that while it's essential to include all these perspectives I want to see them integrated into one strong stand out curriculum as opposed to separate entities.  The goal is to teach to the entirety of the human experience, the commonality the difference, the distractions. When we promote multiculturalism the goal, from my perspective is to begin to form an integrated history so that when we teach African American history, it's not just african American month.  The goal is to create a fluency with difference so that it in turn becomes a commonality of all of our daily existence....

Reflection..

In what ways have you examined the fundamental beliefs about diverse learners with respect to learning and teaching?

I believe that my growth and knowledge as well as my beliefs about diverse learners with respect to learning and teaching is something that will grow and evolve with each event that takes place in class, with students, while reading or during discussions. I think that my fundamental beliefs are sound; I have the background and the knowledge to understand diverse learners and the ways in which they function. I know that I do not know everything, but teaching to learners with diverse needs is something that takes patience, practice and revision. Each student will learn differently in each situation and therefore as teachers we need to be hardworking and vigilant to work towards finding the best practices for our classrooms, as well as our individual students. I also know that these best practices used for diverse learners are in reality interventions that would be positive for a whole class environment as well, therefore making a more rewarding and cohesive classroom environment.

How or in what ways have you reframed your perspectives on diversity with the intent to inform future practice?

I believe that my perspectives on diversity have stayed the same throughout this book which is a positive feeling in my eyes. My undergraduate program used a framework in which social justice was weaved into our everyday thoughts and practices. I do recognize “white privilege” more often after reading Howards book, but I also recognize privileges that everyone takes. I know that I have the ability to help my students grow into great human beings who are residents of this worldwide community, but in the same respect I wonder how much anything will ever truly change. There has always been a scape goat or a group of people that has been beaten and bruised and looked down upon; this has been true since the beginning of time. Is this feeling of being better or entitlement engrained into our DNA, or can we change it one person as a time?

Chapter 8

Creative Connector:

“In the modern age, we have come to understand our own selves as composites, often contradictory, even internally incompatible. We have understood that each of us is many different people…the 19^th century concept of integrated self has been replaced by the jostling crowd of “I”s. Salmon Rushdie

I think that this is a great point of the book, where Howard is saying the problems that we are facing is not just a “white” problem. This quote is insightful into the diverse population of India which in many ways emerging to be a world power. The problem that we are facing within our schools needs to be tackled by anyone that has their hands in the school systems. Schools and communities are our unique opportunity to change the process, of which students are taught, the feelings students have about themselves, the knowledge the students take away from the classroom, the lifelong skills and tools. In this calling we have the ability to be the catalysts for change, we have the opportunity to connect and make hundreds if not thousands of children better human beings that will be positively functioning members of the community around them. If we can “fill the buckets” of our students, they will begin to “fill the bucket of the communities. In a sense I think that the true economic, social and governmental reform begins with the schools, and with the students that fill them. This idea of “I” is obviously crippling to the teaching community, as well as the larger community as a whole. Beginning to inhabit multicultural spaces as a community, not simply just existing, will be a more rewarding life for us all.

Essence Extractor: vision, healing, positive change

Scott Martin-Discussion Questions

Scott Martin – Discussion Questions:

In what ways have you examined fundamental beliefs about diverse

learners with respect to learning and teaching?

Regardless of what I have known or thought I was, I am now starting to see a thought process and understand my own pre-established beliefs. Understanding them, is the current station I am at… putting them into practice will come later. I am in a struggle… a sort of crossroads when it comes to what I thought I knew and what I need to know in order to understand the “diverse learners” and myself I will have in my classroom. I was living my life viewing myself as a liberal, understanding and accepting white male who held no prejudices against anyone. After this reading I now understand that the things that were so called, “status quo” were in fact complacency on my part as a white man. I must fully examine on a daily basis the systems that are in place in America that afford me the opportunity to think the way I have and then learn from this experience.

How or in what ways have you reframed your perspectives on diversity with the intent to inform future practice?

As referenced before, I am now taking every interaction that I face on a daily basis with a “grain of salt”. I am actually pausing for a moment to see things from the other angles, which include many facets. I don’t exactly know how I am going to process and implement my own thought process as of yet, other than raising my own questions to foster discussion with the situations that I am in. I understand that from the centuries of the privilege I have benefited from as a white male, I have a position of power, whether warranted or not. The issue and task at hand now is to take this position of power I have been given and make it work for the good of everyone, white, black, yellow, red and purple. The hardest part with having power is knowing how to use it.

Scott Martin - Chpt 8

Scott Martin - Creative Connector: Chpt. 8

“Whiteness has been associated for centuries with racism and dominance.”

I have recently written two papers on the history of racism and in particular the Eurocentric influence in the United States upon the creation of whiteness and thus the formation of racism. I found in my research something quite interesting on this Howard quote; also taking into account previously stated interest in history. Tim Wise, another white anti-racist activist, He spoke, in paraphrase, stating: the full idea of what we, as Americans, know about racism was born on the shores of our country. He talked about being of Scottish descent and what was shown of dominance within whites was from Highlanders and Lowlanders killing each other. Normans and Saxons. Not having spent years of history class outside of The USA, I am now wondering what other cultures face and have faced in the forum of racism. We get most of our roots of white dominance from Western Europe, do they as well, face these same struggles and issues as we do?

“The reward for transformative White educators is that we have a vision worthy of a lifetime of work.”

I fully agree with Howard that this idea of transformation needs to be and should be at the forefront of our work as educators. Yet, I also believe that this is not our only goal. This actually goes with out saying, we have subject matter each of us has chosen to pass along inspiration and direction to each of our students. I have the arts, which I believe can be, and should be, a huge platform for social change. Historically, the arts, at least in the modern standpoint, have and will continue to be the forefront of ideal, change, and transformation. Monet didn’t just make “blurry” paintings to just make them. He was trying to show a different point of view in seeing the world around us.

“It is important to acknowledge that White educators cannot travel alone on the road to authenticity and social healing.”

Again I am brought back to a question about the difficulty of this ideal. By no means to I stand against it or even trying to get into the way of it. I stand in the path of believing we can make this happen. Yet I am back to the “what good can one man do”? It was never stated in this book to be an easy road, or a road without its struggles, with out its pain. This road is to be very uphill, very treacherous. I have to wonder about the delivery of this information. Understandably, I have been gifted with this knowledge and discovery as a grad student in education. The majority of America do not go past high school. I have the invaluable forum of becoming a teacher where each and every student can hear my understanding and path towards the end of “marginalized groups”. I just have absolutely NO control over what they do with this… I am not alone, but where the society of America stands today… I am, in fact, alone.

Scott Martin - Essence Extractor: Chpt 8

Obviously a conclusion… here is the building blocks, and now you have to use those blocks to figure out who you are, who everyone else is and then put it to use for that “new” style of thinking. Daunting task yes. Impossible? Maybe. Yet, if everyone can open their understanding of themselves, there is a MUCH better chance of finding truth for all.

Chapter 7 - Noelle Stappenbeck

Creative Connector
"Cornel West is right; the race card is always at play. How teachers deal with it is what makes the difference in the lives of our students." (p.122)
I feel that the first part of the statement is true because of the ignorance of many people, not just the white/dominant group. I think that still in society today people are always blaming things on "race". But how do we really get away from this? As Gary mentions over and over again, there have been so many attempts to help shift people's stereotypes, and assumptions regarding race and ethnicity, who is truly the dominant group? In today's society it isn't just about race in all places socioeconomic status plays a huge role, there are very many African American people that are very well off and have created very successful lives of their own and for their children. But then still we go back to the statement "the race card is always at play". I really don't think that Gary or anyone else can truly abolish this idea/statement by saying what should happen/what teachers should do, we as teachers are only part of the whole of society!! Yes we can help shift ideas but close to ideas stated throughout the book is that children learn from their environment and the people they live with and those are going to be the influences that they are most strongly passionate towards.

"Deciding to go into teaching must be a decision from the heart." (p.125)

I feel this is so true. Even when I was a student I could tell which teachers had passion for teaching and which of them were there only because they had to be, or they were simply burnt out. I’ve known that I have wanted to work with young children since I was about middle school aged. I wasn’t sure what kind of teaching I wanted to do or if I wanted to go into youth leadership etc., but I knew that I loved helping kids younger than me, and caring for others. I think that it takes a truly compassionate person to be a teacher, they have to care about their students, care about what they are teaching, and they also have to realize that they are continuing to learn each day them selves.

Essence Extractor

“Our work is a life-long journey…” “This is our vision, this is our unfinished work”

Chapter 7

Creative Connector

“Eventually, each of these young men went on to graduate from prestigious colleges and acquire lucrative positions, which leads me to wonder what would have happened to them without the advantage of parents who could resist the temptations of school personnel.” (119)

This quote which is a part of a longer story about two black students in an all white district who repeatedly were put into remedial classes even though they were fully capable of the work within their class as well as advanced classes. It makes me think about the notions we as teachers gather from students. I know that often for students in the Fairport area teachers associate “The Pines” with low-level thinking and students with diverse needs. It as a negative association put onto the students and places their backs to the wall even if they are very smart children.

“Teaching is a calling, not just a job.”

To teach isn’t to walk in before the first morning bell and leave before the dismissal bell. Teaching is a way of life – you enter the doors with your mind reeling about the day and leave inspired ready for the next. Teachers consistently work to make themselves better, their schools better and most importantly their students better. This takes a special type of person, and that’s why I agree that teaching is a calling.

Essence Extractor:

"We as transformationist teachers, are 'the primary stewards of democracy.... This is our vision; this is our unfinished work."

Scott Martin Chpt 7

Scott Martin - Creative Connector: Chpt. 7

“What is the new idea we have been waiting for that will free us from the entanglements of White dominance and the tragic persistence of educational inequities for children of color in our public schools?”

It is completely obvious that there is no “silver bullet” or we wouldn’t be having grad level classes such as this one or a Social Foundations. It’s hard to think that we will ever find a solution to this inequality issue. It hurts to think that this cultural divide will continue for centuries to come, I just wonder how deep White dominance has its roots dug in. But as the adage goes… the journey of a thousand miles begins with a single step.

“those of us who have benefited from the history of White privilege do not have to perpetuate it into the next generation.”

Perpetuation. This is such an easy idea to wrap your head around, but not so easy to instill. It is pretty undeniable that many, if not all, Whites have in some shape or form benefitted from that privilege. The classroom is an extremely powerful forum for the creation of a culturally diverse society. Mostly white teachers, infinite cultures of students and a lesson. The issue at hand is this: I could become the single most accepting and progressive white teacher… helping all of my students understand each other and their ideas… but it cannot stop there. I tend to believe that the family and that social dynamic need to change as well or all would be for nothing.

“The assumption of rightness, as related to the achievement gap, often leads teachers to assume that the problem of school failure lies in the students and their families and not in the structure or functioning of schooling.”

I actually couldn’t agree more with this statement. There are many times I have to take a step back and think about this concept. I can’t count the times I have assumed I was right, and whomever else was wrong. We all do it, maybe not on racial issues, but we have our opinion and ideals. And to us, they are the right answer. Schools and the politics of schools have to change, not just the ideas.

Scott Martin - Essence Extractor: Chpt 7

This chapter is finally starting to put theory into practice. Giving a critical look at how we as white teachers tackle this history given to us and begin to map out a cohesive path into the future.

Scott Martin – Rigorous Researcher: Chpt 7

Tim Wise clips:

http://www.youtube.com/watch?v=C55zE_qJd2g&p=4F9F55E38E9C981C&playnext=1&index=4

http://www.youtube.com/watch?v=y7h08wL5Z2w&feature=related

http://www.youtube.com/watch?v=IV3m-2utW10&feature=related

A VERY moving speech from Dr. Martin Luther King:

http://www.youtube.com/watch?v=HlvEiBRgp2M&feature=related

Scene from the movie “Crash”

http://www.youtube.com/watch?v=Mr-vqKH56w8

Alicia Arendt Chapter 6

Chapter 6

Ways of Being White: A Practitioner’s Approach to Multicultural Growth

Creative Connector

This chapter seeks to challenging the assumption of acting “white” and its connotation as a singular meaning.

I wanted to reflect on this idea, as it’s present a lot in my schools.  I work at school #34 in the enrichment afterschool program. While it is enrichment, it’s not a gifted and talented program or anything of the sort- it’s an alternative place for students to go from the hours of 2-6.

My school is ranked as the most diverse in terms of race, ethnicity and religion.  The interesting concept I see in my program is that the students that appear to act out the most are often my white students.  In this setting there aren’t a lot of white students, and like all students they struggle with their racial identity.  While black students are generally the minority here the situation is reversed.  I can see them struggling with act too white and not fitting in or acting too black and not fitting in.  It’s an interesting situation to watch and I was strongly surprised as how much I engaged in the chapter because of seeing this assumption of whiteness in my school.

I also looked at the concept of fundamentalist white identity development and the feeling of respond to multiculturalism with fear, hostility or avoidance.

While watching the news this morning I saw a growing controversy over an NPR host making a statement that when he goes into airports and sees a person dressed in Muslim grab he becomes nervous.  This statement got him fired and has been highly published in the news.  I was interested in how this fit into our class discussion and the idea of expressing opinions and having a conversation about race, ethnicity and religion.  The question is, is expression a concern ground for getting fired, or is it the public forum that leads to that outcome.  In my option I see him expressing his concern, and waiting to have it debated and discussed.  While I do not agree or accept his opinion I see it a common concern for many Americans after 911- while this doesn’t make it right, it does make the concern reality.  The idea is when can we start having these conservations and debates without feeling fear, hostility or avoidance.  If we all have bias when can we express it so that we can have it altered and grown from newfound understanding?

Essence Extractor:

Use these four assumptions to guide the dissolving of the “Acting white” concept:

1. 1)   Growth in multicultural awareness is possible
2. 2)   Growth is multicultural awareness is desirable
3. 3)   Multicultural growth can be observed and assessed
4. 4)   Multicultural growth can be stimulated and promoted

Noelle Stappenbeck

Rigorous Researcher Ch. 6

I wanted to learn more about the REACH center/program that Gary Howard speaks of throughout this book.
If one searches there are many different programs titled REACH the one that I thought was the closest to the program that Gary speaks of is actually sponsored by the CDC. http://www.cdc.gov/reach/index.htm
Some of the other programs are programs I thought went along with the ideas of this class was the one for gifted children. http://www.amphi.com/~reach/
After viewing a few of the different web pages that came up in my search I finally found the actual website (or so I believe) it is very interesting check it out. http://www.reachctr.org/

Chapter 6

Ways of Being White: A Practitioner’s Approach to Multicultural Growth

Creative Connector

“My friends and colleagues from other racial groups often tease me about “acting white”, particularly when I become overly concerned with details and time constraints.” p. 101

I never really looked at being “overly concerned with details and time constraints” a thing that only white people do. I think that this right here is an assumption. All though I do tend to act this way myself I know plenty of others who do also. It is more part of being a human being. I think that it is a trait that all people can have. I do not think that race matters what so ever and in all cultures there are people who are overly concerned with details and time constraints. If anything it has to do with becoming older, the older I got the more I was concerned with detail and time.

“ Four assumptions guided our work:

1. Growth in multicultural awareness is possible.

2. Growth in multicultural awareness is desirable.

3. Multicultural growth can be observed and assessed.

4. Multicultural growth can be stimulated and promoted.” p. 102

I like this quote of assumptions because I believe that they are all true. I think that as a society we are truly becoming more multiculturally aware! I know that even since I have been in this class my multicultural awareness has grown. Through these blogs the entire classes growth can be “observed”. These readings and readings from our other classes “stimulate and promote” our multicultural growth.

“Transformationist identity is, in itself, an ongoing process of change and growth.” p. 112

I feel that life itself is “an ongoing process of change and growth”. We are constantly being stimulated through daily life. There are many chances to change and grow in all situations. If one looks at the word transformationist it is saying that it is a person who is “transforming” they are changing. Their values, hobbies, ethics, religious views, etc. can even change. The one thing that we cannot change is our race and culture. We are born into it, but we can view others and except them the same ways that we except people that are part of our own race and culture.

Essence Extractor

I feel that this chapter is Gary Howard’s way of having someone assess where they are in their own identity development.

Scott Martin Chpt 6

From 2009… interesting thinking about what is perceived a racist state and a progressive state

Just a book cover but I found it relevant

Howard - "Our goal is neither deify nor denigrate Whiteness, but to defuse its destructive power.”

This is just a lighthearted look at what it means to be white… FYI it is not edited! - Louis C.K.

http://www.youtube.com/watch?v=TG4f9zR5yzY&p=AB876262CE4CB2FD&playnext=1&index=3

Scott Martin Chpt 6

Scott Martin - Essence Extractor: Chpt 6

Howard almost seems to use this chapter as a sort of rubric for where you are in your identity development. I understand that this is stretching the idea of a rubric, but, especially with the use of the chart on pg. 104. Using that you can almost find where you are in his ideal of development then look and see where you can imporove.

Chapter 6

Vocabulary Vitalizer

Achievement Gap:

http://www.educationequalityproject.org/what_we_stand_for/achievement_gap

High Stakes Testing: usually standardized tests, which put pressure on students and teachers for high achievement. If the school doesn’t meet the “standards” they may lose funding. Plays into Stanovichs “Matthew Effect.”

School Reform: any changes in a schools curriculum in which they think they are making changes to better their education systems. Recently the reforms fall in line with NCLB and “Outcome Based Educations.” Many educators close to the heart of education know that students cannot be standardized and no school should be standardized either; best practices should be used.

Achievement Triangle: knowing ourselves, knowing our students and knowing our content/practice is the key to success in the classroom.

Scott Martin Chpt 6

Scott Martin - Creative Connector: Chpt. 6

“Theories of White racial identity development clearly demonstrate there is more than one way of being White.”

This is an interesting thought. Of course every theory determines them to be right… but I wonder if in fact any of them are at all? Or do we need a taste of one, a bit of another in order to understand what it means to “being White”? I almost wonder if that is even a loaded statement. I understand that Howard writes about understanding your own racial identity in order to co-exist with other cultures. It just makes me a bit uncomfortable acting white. I guess that means I am not as far along on Howard’s identity theory then I expected I was.

“there is no single way of ‘acting white’, and Whites in one stage of development often experience conflict with their white peers in other stages.”

This statement has obvious truth on the face value. No one can deny that each White person has a different worldview on other races. I begin to wonder if all of this identity development holds true for every other culture. It brings to mind Obama’s presidential campaign. For many Blacks, Obama was too white. For many others he wasn’t close to being black enough.

Chapter 6

Creative Connector

“My friends and colleagues from other racial groups often tease me about ‘acting white,” particularly when I become overly concerned with details and time constraints. I usually take these jibes in the light-hearted way they are intended, but I also want to challenge that acting white has any consistency or singular meaning” (Howard, 101).

I agree wholeheartedly with what Howard starts out saying in this chapter. I think being socially conscious we have to question the social constructs that we create. I can relate to this quote on a personal level, yet I am usually on the opposite side of the fence. I am usually running late or am rushing around simply to be on time; this goes for anything – deadlines, class, or social events (I’m usually pretty good about being early to work). One of my black friends who was born in Ethiopia is always saying that I am on C.P.T. (color people time). This is an interesting dynamic; my black friend is applying a negative construct (about people of color) towards me, a white person. Although it is just a joke between friends, the fact that I know what C.P.T means, and can regularly joke about it is a problem. It is a social construct that I am applying, (or he is applying) towards a whole group of people.

Essence Extractor

“We have a choice as White people to become champions of justice and social healing.”

As teachers, no matter the color of our skin, we have the opportunity to be champions of justice and social healing. The best way to give our students power is through knowledge and ensuring that they reach their own potentials, while educating them on being agents of change.

Noelle Stappenbeck

Chapter 5

Mapping the Journey of White Identity Development

Creative Connector

“It was helpful, for example, for me to realize that “identity versus identity confusion” was the central challenge facing me in the transition from adolescence to early adulthood.”

This passage can be viewed in two different ways…

First we can look back to those years in our lives and I know that for a bit I wasn’t exactly sure where I fit in, in school, in sports, socially, I never had to look at it from a racial point of view because of where I attended high school. Once in College I think that kids go through this transition again. It even starts before college because some young adults choose not to go to college, some join the armed forces, some get jobs right away, some start families right away etc. There are so many paths that can be chosen that some people can really struggle to figure out where they fit in. It becomes even harder for those individuals who may be in special education classes or differentiated learners, they may want to go to college that might have been a life long goal or dream for them, and they should be able to go they should not be shot down and told that they are not at the right level for college. It has been a proven fact that students do well in college because “they are learning/studying what they want to learn” so the material is interesting to them. Which brings us to the next way that this passage can be looked at.

Second, from a teacher’s perspective. As teachers of ALL learners we can look at this passage and realize that again ever individual is different. Each student especially around the middle school level and then again at the high school level is trying to “find themselves” this is a time in all students lives that they need guidance and support. As teachers we can help “steer” students towards the right paths. Help them realize their own self-efficacy and become independent members of society. Some students will need more guidance than others and as a teacher you will think that some won’t need help at all. But as a teacher we need to find those items that are interesting to our students at a young age. We are constantly being told to meet the needs of all learners, differentiated teaching is important, more teachers just need to start apply these techniques.

this country will never move beyond the idea of race so long as our government is in the business of race. what do you think? check all that apply:

• white
• black
• other

"Our belief of life, liberty and he pursuit of happiness, for example come into conflict with our growing awareness of unfair and unequal treatment afforded blacks and other people of color" (Howard, 93-94).

As our culture progresses we need to move away from ideas such as "white is right, black is wrong," "white power," or "black power." As a global community we need to empower everybody, regardless of the color of their skin.

Mapping The Journey of White Identity Development

Alicia Arendt

Chapter 5

Mapping the Journey of White Identity Development

Creative Connector

Understanding Black Identity Theory in particular the Encounter stage really related to my better understanding of dominance and privilege.  The encounter stage is summarized as being simulated with experiences or events that lift the mask off of whiteness and point out significant racial categories. During this stage one learns that race along can lead to negative treatment.

I think this statement put the idea of dominance and privilege into a new category that I begin to understand more.  In class and conversation we talk a lot about the idea of racial guilt, how whites feel guilty over privilege.  While class says we shouldn’t be guilty I think it’s a fair and often required aspect of understanding racial identity.

As a white women I feel insulted when wide assumptions are made about me because I am white- I have a lot of great things in my life, and my family has worked and struggled for them considerable. The issue is that when faced with the idea of dominance and privilege it makes me feel like the effort and struggle my family and I have gone through aren’t valid, and that I got things without them being deserved. This is where I think a lot of the guilt and often resentment of the concept come into play.

While I am still processing a lot of the book and the class discussion and disagree with much of the conversation I think that this passage sheds new light on the idea of privilege to me.  It de-masks the idea of unfair treatment and helps me see that the fact that I am treated as an equal among my peers plays a significant role in the idea of dominance.

Instead of basing this reflection off a particular passage I think this chapter due to its formulaic nature needs to be reflected on as a whole.

When faced with the stage of racial development I was struggling to really understand where I stood amongst it.  This book requires a lot of self-reflection, and it’s about taking a personal journey into identity and dominance.  I think where I struggle is that much of the last 5 years of my life and career have been spend in inner city schools working with a diverse range of students in an after school setting.  I see myself as informed, aware, justice and in my teaching unbiased. 

When reading this book I feel like I am constantly confronted with someone telling me that I am inherently racist and prefer whites over black- that I am unfairly given my position and status in life and that before any change can happen I need to come to grasps with my identity issues.  While this might be a rash thing to say I think that I am comfortable in myself an my identity and that as an educator each day I walk into the classroom and make an effort to reach all of my students.  My classroom isn’t black and white, it’s a magnitude of grays and variety, and each student has their own independent struggles and issues, and their own cultural identity.  I guess what I’m trying to say is that I think I am in a comfortable place with my racial identity, that I am seeking to acknowledge all students for who they are and the factors that feed into it in an non-threatening way.  I feel like I am in a semi-autonomy state but the book makes me feel ashamed to think that, that because I am white and young I must still be holding prejudice and “white savior” syndrome. 

Essence Extractor:

There is a strong correlation between the stage of both black and white racial identity. For the white educator these stages can be summarized as follows:

1.     Acknowledge that white racism is present in individuals, institutions and cultural manifestations.

2.     Abandoning racism and engaging in resistance forms.

3.     Develop a positive, non racist connection to white racial and cultural identity.

 Rigorous Researching:

This chapter focuses most of it's attention on the stage of racial identity and development.  It looks at a variety of researches with emphasis placed on Erik Erikson, I though it might be interesting to explore some of these researchers outside the parameters of the books.  Below are summaries and looks to the theorists explored int he chapters.

Erik Erikson

Brief Bio 

stages of development

Janet E. Helms

White Identity Theory

Cross

Black Identity Theory

Validating the Theory

This is the link to take the race test that was discussed in the class video- interesting theory, it would be interesting to take it and compare results- I was labeled as strongly prefers European Americans.  The question I would ask is how does this "preference" impede my teaching and my life?

Race Implicit Test