https://stedwards.zoom.us/rec/share/6i69G3W6FuAb3I3Mw7AAuT5Oj0hmirFFNLFLB4CnW9305kgJRWB_kLQVJ9LXusk.CBCWJ6y3aYj7DTy8?startTime=1606206852000Let me start by saying I am not doing this book justly. There is so much to talk about, but I feel as though I would ruin the experience for you if I overshared. Therefore, please read this book if you want to relate to teachers committed to giving their students an environment of cultural-validation and critical thinking. I gained an understanding of social justice and how my experiences can reflect my motivations towards my future students. These educators have exhibited how to create an environment that educates and validates my students. It shows how I can help my students be a part of their community and not be a cog in the machine. The book acknowledges the educational inequities, and these educators are working hard despite the difficulties. I was a little disappointed that they did not have a math teacher, but I can semi-relate to Ms. Nambo because she is STEM. Anyways, Michie discusses his research method for this project. He explains they had one male candidate, but the principal at the school refused to let Michie entrance. Why would this happen? Why would a principal not allow one of his teachers the ability to be recognized as a “change-maker”? How different would his report be if he had male candidates? This book furthered the connections between my college career and my experiences. I was able to associate myself with each teacher or as one of the students in their classes. In Liz Kirby’s narrative, I see the debate in EDUC 1330 of being a cog in the machine (pg 28). I connected to Liz when she talked about how deeply white supremacy is in the minority community. I would not have seen the connection to the Latinx community had it not been for my Intro to Latinx Studies class (pg. 23). I cheered for Liz’s students when they had a conversation about slavery and religion that lead to a discussion about people's different perspectives (pg 32). When Cynthia talks about her father and family. I understand where her father was coming from due to the amount of intolerance against the Latinx community. However, I know how the effects of not knowing your culture can be disheartening (pg. 55). I related to Cynthia when she was talking about implementing changes in the education system. A lot of radicals—both academic and grassroots—say, ‘We have to overthrow this, we have to overthrow that,’” she said. “And I agree that we have to transform the system. As it is, I experienced overcrowded high schools like Freda’s students. It was disheartening to learn that Freda’s Asian Studies class does not have an Asian Studies textbook because it does not exist. I appreciate Freda’s desire to introduce her students that racism is not black and white (pg. 104). I was amazed by Toni Billingsley's determination towards her student to have an experience with Spanish (pg. 121). Lastly, Nancy Serrano, I related to her students when they discussed religion and marriage for women because I merely had a previous discussion on it (pg. 162-163). I relate to these educators because I'm still finding/learning about my identity. A quote that has been running through my head. This quote is a reflection of how my college career and experiences are going to interconnect. “You can’t connect the dots looking forward; you can only connect them looking backwards. So you have to trust that the dots will somehow connect in your future. You have to trust in something- your gut, destiny, life, karma, whatever. “- Steve Jobs
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I read the chapters of Toni Billingsley and Nancy Serrano. The theme throughout the book is identity, but it wasn’t apparent in these two chapters. These two educator’s stories reflected their expectation of students and the impact of the community. Ms. Billingsley is an African American middle school Spanish teacher at a charter school. Billingsley’s chapter talks about her expectations for her students and her impact on the school’s community. “The problem hadn’t been simply a difference in skin color, Toni explained, but rather a clash of expectations” (p 129). She goes on to say that, “you bring something different into the classroom as a teacher than I bring into the classroom”, however, emphasizes the point of being there for the students. Ms. Serrano is a Hispanic/Latina middle school language arts teacher at an inner-city school. Ms. Serrano’s story does reflect on her identity, but it’s mostly on her expectations and goals for her students. She wants students to take ownership of their learning and to be critical, thoughtful learners. “You know what you want to get across, but you don’t want to force it on them, she said. ‘You want them to bring things up themselves so that they could take ownership.” (p. 161) ![]() These educators are all women of color. Thus, they can relate or reflect with their students about their identities. These educators inspire their students to learn more about themselves through their eight identities. The eight identities being age, ability, race, ethnicity, gender, sexual orientation, socioeconomic status, and religion. The first issue of equity is race. These women are all educators of color. They use their identities to create a driven curriculum for students to make meaningful connections. Ms. Kirby uses The Autobiography of Malcolm X to empower students and their communities. Ms. Nambo decided to participate in this book to continue the conversation of the negotiating relationships imbalanced by race and power dynamics. Ms. Lin made antiracist teaching a priority in her class and took steps to make it more than a black and white issue. She believes Asians get left out of the conversation. Ms. Billingsley is trying to help students see their world with new eyes and look out for worlds previously unknown to them. Ms. Serrano provides lessons on race and power in school because racism and societal manifestations are rarely talked about explicitly. One issue of equity is socioeconomic status. All of these women have experienced socioeconomic status equity themselves or in their workplace. Ms. Kirby discusses the importance of credit with her students because she experienced the “trap” of credit. Ms. Nambo witnessing her students’ status and coming to terms with her newfound status. Ms. Lin’s school supplies for teaching come out of the teacher’s pocket rather than having a budget for these items due to poor leadership and test accountability. Ms. Billingsley’s school budgets scramble for money and her fundraising for a class trip to Mexico due to test accountability. Ms. Serrano’s experience from childhood to adulthood, plus her discussion with the students about the graduation ceremony. These educators are combating it by using their own experiences and expectations of their students to drive social justice learning. These educators inspire their students to take their own identities to fuel change in their communities. |
AuthorHello, I'm a senior at St. Edward's University. This blog is dedicated to Teachers College Press teaching social justice series. Archives
November 2020
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