Kumashiro’s Visual Representation

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I chose a picture of a light bulb to represent what I thought were the best quotations of Kumashiro. Here are the quotations as well, just in case they are not showing up well on my picture.

The stem is the key idea or theme that I thought recurred throughout the book.  The light bulb portion contains quotations that support or help “brighten” this recurring theme.  Here are the quotations as well, just in case they are not showing up well on my picture.

 

Light bulb part:

“Research has helped to trouble popular notions of what schools are supposed to look like” (p. XXXIV).

“There is not a best practice for teaching, just as there is not a best method for doing research. Any practice or method is necessarily partial” (p. 13).

“…students acquire what some in society determined ahead of time to be the things that they were supposed to learn” (p. 26).

“…the goal is to conscientiously make visible…hidden lessons and the various lenses students use to make sense of them” (p. 41).

“A wider range of experiences and perspectives in the text might be able to engage students who do not normally see themselves in what they are reading” (p. 71).

“…students often use lenses that reinforce the status quo” (p. 74).

“…lessons that claim to teach the “authentic” language cannot help but maintain the privilege of only certain groups in society while erasing the differences of other groups” (p.95).

“What and how we teach can reinforce and/or challenge oppression…” (p. 112).

Stem:

“The teacher is always becoming anti-oppressive but never fully is” (p.16).

 

 

Blog # 5 Increased Awareness

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When I was reviewing Kumashiro’s (2004) chapter regarding math, I had an “aha” moment when I read that “…schools often teach that there is a correct way to think numerically and that this correct way gives us an unbiased understanding of the world” (p.112). I have also “bought in” to the myth that math is non-oppressive because all we are dealing with are numbers, formulas, and problem-solving. However, I now see that what we both choose to include and exclude when we are teaching any subject content, can contribute to, or be a form of oppression.  My level of awareness has increased, and it has caused me to reflect on how I may be engaging in oppressive teaching when I am teaching math, even though this is certainly not my (or, in my opinion, most other educators’) intention.

I think that any awareness, without planning to take some form of action to change the situation, is futile. So I plan to become more aware of whose perspective I am teaching, and what theory is behind it. I am also planning on incorporating more diverse cultural content, and formally acknowledging other mathematicians’ contributions to the field of math, whether we are using their formulas, and theories, or not.

My question to all of you is: How you plan on using your increased awareness of what may be considered oppressive teaching practices or methods, when you are teaching your students this fall?

Kumashiro, K. (2009). Against common sense: Teaching and learning toward social justice. New York: Routledge Falmer.

Blog # 4 Embracing Diversity

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Ever since I was a little, I have loved to read.  My first favorite author was, of course, Dr. Seuss.  I read Green Eggs and Ham so often, my little book fell apart, page by page. As an adult, I continue to read voraciously. Whether I am reading about the conditions in North Korea, Nelson Mandela’s struggles, or how to live a more positive, uplifting life by living at a higher level of consciousness, I learn so much about myself, others, and the world, and I truly enjoy the process.  I have always tried to pass my love of reading on to my family, and my students.

Kumashiro (2004) states that “…writings of different groups of people in this world can expose students to experiences and ideas different from their own”, and that “[s]uch exposure is especially important when we ask students to find connections between the text and their own life experiences” (p.71).  I think that it is important for educators to teach many different types of literature, and to choose literature that represents a wide variety of cultures.  The more our students can recognize the commonalities in all of humankind, the more likely we are to have a peaceful, embracing classroom, school, and community.

My question is:  What do you do in your classroom or school to promote cultural diversity?

Kumashiro, K. (2009). Against common sense: Teaching and learning toward social justice. New York: Routledge Falmer.

 

 

Blog #3: Theme of Resiliency

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Rock Activity

When I think about my former student Amy, I am reminded of how different lives can be, depending on the family and home environment in which we grow up. I know that Amy’s home life was less than ideal.  Often she came to school hungry, dirty, and angry.  I think that she felt frustrated with a lot of things happening in her life that were beyond her control, and she dealt with her frustration by lashing out, hurting others, or completely shutting down.  I think that I developed such a “soft spot” for her because I was also able to see her vulnerable side when she was trying to behave, and be helpful.

I consider myself lucky because, as a resource teacher, I have the privilege of providing a quiet, safe space for students when they need to calm down or de-escalate. Without an audience, and once the nerves have settled, I often hear how the child is really feeling, and then I can start to build a relationship with him or her. I recognize that classroom teachers (at least this was the case when I was a classroom teacher) rarely have such an opportunity.

Amy shaped me as a professional because she caused me to rethink “…what it means to teach” (Kumashiro, 2009, p. 41). For students like Amy, it did not work to demand that she sit in her desk, listen, and learn the mandated curriculum. That route had been tried and failed.  Rather, making a personal connection, developing a rapport, and establishing a safe, trusting environment were necessary prerequisites, before any learning could begin.  Once that was in place, the shift could then turn to academic expectations.

Although many students leave marks on our hearts, I will always hold a special place in mine for Amy.  Amy taught me more about resiliency than any textbook or article or guest speaker ever could.

I thank all of you for sharing your special stories today about students who have touched your lives.

My question is:  Do you think resiliency is innate in all children? Is it a skill that can be taught or strengthened in schools?

Kumashiro, K. (2009). Against common sense: Teaching and learning toward social justice. New York: Routledge Falmer.

Blog #2 Becoming the change…

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My Artifact

“We must become the change we want to see”.   Ghandi

This is one of my favorite quotations because it reminds me that change always starts with us, on an individual level. Too often, as teachers, we sit around complaining about aspects of our job that we dislike, or may have no control over. Instead, our time and energy would be better spent focusing on how we can adapt to the present circumstances, and make the best of the situation.

This plaque serves as a constant reminder to me that I need to consciously choose to make the best out of any situation I find myself in. My positive reaction may influence others to make positive choices as well, but even if it does not, I still feel empowered when I make decide to put a positive spin on less than ideal circumstances. This message validates my belief that one person really can make a difference, and contribute positively to improving the world, whether it is in the classroom, school, or community.

Blog #1: What is “common-sense”?

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In Kumashiro’s introduction, he speaks of how our own version of “common-sense” varies based on our own experiences, cultural background, and upbringing. He relates how his experience teaching in Nepal caused him to reflect on how his views of “common-sense” were perceived as illogical to the Nepali culture he was living in, and this caused him to do a lot of self-reflecting.

I can relate to his experience in my own teaching experiences. Shortly after I began teaching at an inner city school, I can remember having a conversation with two staff members about an Aboriginal child who was not attending school. We were trying to determine how we could change this situation. One of the people stated that the child is choosing to stay home because he has more fun at home, and what can we do to change it. I remember scoffing and saying something like what kid wouldn’t rather stay at home than be in school if given a choice. The parents should be sending the child because that is what is best for him. This person replied that it is culturally appropriate for the child to be given a choice, and even though we may not have been raised in that culture, that is their beliefs, and we have to respect and work around those parameters. I admit I didn’t agree or “get it” then, because it wasn’t using the “common-sense” I believed in at the time, but I respected the person who said it, so I let it go.

Since then, I have grown a lot as a teacher working in inner city schools, and have learned much more about Aboriginal philosophy, cultures, and child rearing practices. I have also become less likely to judge something I may not understand as wrong, just because it is different from what I believe in, or am used to. A few months ago, I spoke to an Aboriginal parent about having her child attend a special program offered at a different school. We have a good rapport, and she signed the form immediately. She also said that she wanted me to explain the program to the child and get his consent because she didn’t want him to think she was making the choice for him. This time I “got it”, and this made perfect sense to me that she would give him the choice to decide whether or not he would attend the program. I smiled and said I would be happy to do that.

My question is: When has your view of “common-sense” challenged you to view a situation differently?

Kumashiro, K. (2009). Against common sense: Teaching and learning toward social justice. New York: Routledge Falmer.