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 We have understood that each of us is many different people…the 19^th century concept of integrated self has been replaced by the jostling crowd of “I”s. Salmon Rushdie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