Lysistrata's Children
Theater for the New City
2 hours
Lysistrata's Children is a play about a young teenage girl who seeks to put an end to war by recruiting peers for her anti-war cause. Together the adolescents work to demonstrate their passion for this cause by creating an anti-war petition and going to great lengths to have their parents sign it. Although comical at times, this play's message was immensely powerful. The children in the play helped create it and did an excellent job performing. I could see behind the set and it amazed me that the children were doing it all by themselves, with no adult supervision/guidance. Not only were these children talented but they were very knowledgeable about war and its detrimental implications.
This event showed that children are never too young to become agents of change. The children in this play were seeking to spread awareness of the atrocity of war and did an effective job at doing so. Moreover, it demonstrated that children can handle dealing with and analyzing issues as serious as war. As a future educator, I plan to expose my students to meaningful and serious issues and I know that if presented in the right way, they can begin to grapple with injustice and find where they fit in as agents of change.
Saturday, December 13, 2008
"Imagine" hosted by Others Are Us
"Imagine"
Others Are Us at Fordham University
2 hours
Others Are Us showcased a collection of art from children around the world, ages 5-18. The pieces of art were displayed on the walls of a small room and separated into the following categories: family, conflict and violence, gender roles, fears, dreams, etc. Each category included art from children living in different places (i.e. U.S, Egypt, Israel, Palestine, Yemen, Saudi Arabia, China and Jordan). It was as if the students were joining in a dialogue through their art and as a result, conveying a very strong message to their audience. The purpose of this art exhibition was to show that when students engage in such dialogue, they will see that children from all over the world are very similar to themselves. Such discovery can help prevent future conflict across cultures and instead establish an understanding and respect for cultural differences. Such is the mission of Others Are Us.
I personally found this event very appealing because I love viewing children's art. I think it's so powerful to see their understanding of the world through artistic expression. Children are very aware of what is going on in the world and it greatly bothers me when adults think this isn't the case. The drawings that lined the walls of this room effectively showed that children everywhere are very aware of injustices and problematic ideologies that currently exist. It was inspiring to see that through this project, children were given an opportunity to communicate with those they may have previously viewed as very different than themselves. If we want to end the current hatred and conflict that exists in our world today, what better place to begin than with our youth? I loved it and its message speaks volumes. Check out some of the amazing art that was presented:
Others Are Us at Fordham University
2 hours
Others Are Us showcased a collection of art from children around the world, ages 5-18. The pieces of art were displayed on the walls of a small room and separated into the following categories: family, conflict and violence, gender roles, fears, dreams, etc. Each category included art from children living in different places (i.e. U.S, Egypt, Israel, Palestine, Yemen, Saudi Arabia, China and Jordan). It was as if the students were joining in a dialogue through their art and as a result, conveying a very strong message to their audience. The purpose of this art exhibition was to show that when students engage in such dialogue, they will see that children from all over the world are very similar to themselves. Such discovery can help prevent future conflict across cultures and instead establish an understanding and respect for cultural differences. Such is the mission of Others Are Us.
I personally found this event very appealing because I love viewing children's art. I think it's so powerful to see their understanding of the world through artistic expression. Children are very aware of what is going on in the world and it greatly bothers me when adults think this isn't the case. The drawings that lined the walls of this room effectively showed that children everywhere are very aware of injustices and problematic ideologies that currently exist. It was inspiring to see that through this project, children were given an opportunity to communicate with those they may have previously viewed as very different than themselves. If we want to end the current hatred and conflict that exists in our world today, what better place to begin than with our youth? I loved it and its message speaks volumes. Check out some of the amazing art that was presented:
Friday, December 12, 2008
Countering Mayoral Control of Public Schools: Building a Movement for a new and Just Educational System
Brecht Forum
2 hours
This event was held at the Brecht Forum and had representatives from a variety of progressive education groups speak on a panel about the issue of mayoral control of public schools. This newly formed coalition consisted of members from ICOPE, Time Out from Testing, NYCORE, and The Center for Immigrant Families. Their goal of meeting was to spread awareness of the detrimental effects of mayoral control on public education and how each of their groups is effectively working towards fighting it. They decided to unite as a coalition in order to have their individual voices heard more loudly and with much greater force. It was quite an interesting experience to hear how these different activist groups are working towards combating this pressing issue.
Martha Foote talked on behalf of Time Out for Testing. She highlighted the harmful effects of the increase in high-stakes testing in public education. She mentioned that under Klein, promotion between 3rd through 8th grade would be denied to those students who failed such tests. Foote effectively described the current state of our public education system as being reduced to a business model, one in which parents have no voice and teachers/administration are fearful of losing their jobs. She called for bringing the humanity back to education and a "time-out" from the testing regime.
Perla Placencia was the representative for Center for Immigrant Families. She and her colleague talked about the history of their organization and how it came to be. Additionally, this group discussed how they believe education to be a site for necessary change that cannot be achieved through mayoral control. They believe that the public school system should be one that serves and cares about all students and their rights. Under mayoral control, they do not feel that the current public school system embodies such ideals. Therefore they are utilizing the help of parents in the community to use their voices to push for a more just system.
Our very own Edwin Mayorga was the representative for NYCORE at this event. He did an absolutely amazing job of course! ;) Edwin talked about NYCORE and its mission, that the work of educators is to struggle for justice in the classroom and out in the streets. "The struggle for justice doesn't end when the school bell rings!" In regards to mayoral control, Edwin posed three questions: Who is the city? What is the purpose of school? Who are we accountable to? In answering these he mentioned that the mayor is taking away the voices of the community, teachers, and parents through mayoral control. He went on to describe how it punishes the lower working class and highlights the stark differences provided to such groups. Edwin called for an alternative to mayoral control and its effects on public education. An anti-oppressive model of education should be put in place, one where the educator's role is to work towards social change. It is a system that places students and families at the heart of education and one where the role of education is transformation.
Lastly, Sam Anderson talked on behalf of ICOPE. He said that we should not be tweaking our current educational system but instead should be working towards rethinking and recreating it. He claimed education to be a human right and that the call to end mayoral control should go beyond simply ending it. Anderson thinks we should be considering the kind of education we want and be working to achieve that type of system. He argued that it isn't enough to voice our opposition to mayoral control but that we also need to create radical change in our educational system to ensure that this type of control never happens again.
Overall I found this meeting to be very informative and quite inspiring. I loved seeing a panel of people from different areas of focus, ban together to work towards creating change in our current educational system. This experience helped me see that the role of educator is truly multi-faceted. Not only do we have a duty in the classroom but we have a responsibility to join forces with groups in our community to work for a common cause in education. Establishing these types of relationships is immensely important in benefiting our youth and future generations. As a future educator I plan to work towards transforming the current state of our educational system and it was refreshing to see that others are actively engaging in that process with such passion and success.
Martha Foote talked on behalf of Time Out for Testing. She highlighted the harmful effects of the increase in high-stakes testing in public education. She mentioned that under Klein, promotion between 3rd through 8th grade would be denied to those students who failed such tests. Foote effectively described the current state of our public education system as being reduced to a business model, one in which parents have no voice and teachers/administration are fearful of losing their jobs. She called for bringing the humanity back to education and a "time-out" from the testing regime.
Perla Placencia was the representative for Center for Immigrant Families. She and her colleague talked about the history of their organization and how it came to be. Additionally, this group discussed how they believe education to be a site for necessary change that cannot be achieved through mayoral control. They believe that the public school system should be one that serves and cares about all students and their rights. Under mayoral control, they do not feel that the current public school system embodies such ideals. Therefore they are utilizing the help of parents in the community to use their voices to push for a more just system.
Our very own Edwin Mayorga was the representative for NYCORE at this event. He did an absolutely amazing job of course! ;) Edwin talked about NYCORE and its mission, that the work of educators is to struggle for justice in the classroom and out in the streets. "The struggle for justice doesn't end when the school bell rings!" In regards to mayoral control, Edwin posed three questions: Who is the city? What is the purpose of school? Who are we accountable to? In answering these he mentioned that the mayor is taking away the voices of the community, teachers, and parents through mayoral control. He went on to describe how it punishes the lower working class and highlights the stark differences provided to such groups. Edwin called for an alternative to mayoral control and its effects on public education. An anti-oppressive model of education should be put in place, one where the educator's role is to work towards social change. It is a system that places students and families at the heart of education and one where the role of education is transformation.
Lastly, Sam Anderson talked on behalf of ICOPE. He said that we should not be tweaking our current educational system but instead should be working towards rethinking and recreating it. He claimed education to be a human right and that the call to end mayoral control should go beyond simply ending it. Anderson thinks we should be considering the kind of education we want and be working to achieve that type of system. He argued that it isn't enough to voice our opposition to mayoral control but that we also need to create radical change in our educational system to ensure that this type of control never happens again.
Overall I found this meeting to be very informative and quite inspiring. I loved seeing a panel of people from different areas of focus, ban together to work towards creating change in our current educational system. This experience helped me see that the role of educator is truly multi-faceted. Not only do we have a duty in the classroom but we have a responsibility to join forces with groups in our community to work for a common cause in education. Establishing these types of relationships is immensely important in benefiting our youth and future generations. As a future educator I plan to work towards transforming the current state of our educational system and it was refreshing to see that others are actively engaging in that process with such passion and success.
My Heart in a Suitcase
Yesterday I saw a wonderful play called "My Heart in a Suitcase", this play was put on by a group named Arts Power (put this in your tool kit of resources as the put on wonderful plays). This play was about the Holocaust; more specifically, it was about the Kinder-Transport-- a transportation system that was set up to allow Jewish children to leave Germany without their parent and be taken to a safe place that was accepting Jews at that time. This play was the story of one little girl who was taken to safety on the Kinder-Transport, after which her father died of disease in a Concentration Camp and her mother was killed in a gas chamber soon after. This play was performed my four actors--the main girl who the story was about, her best friend, her mother and father. They did an amazing job. Emotions ran high throughout the theater as they re-enacted the Night of Broken Glass and as the girl departed from her family. My students have begun a unit on the Holocaust and they will continue learning about it through the end of the year. I thought that this play was an excellent addition to all that the had learned and will continue to learn about the Holocaust. My students are in the fifth grade and in the theater was another school with students who looked like they were in the first grade. They children appropriately became very afraid during the Night of the Broken glass scene and the teachers removed the students from the theater. It was very distracting and also I found it inappropriate that the teacher even brought those students to see that play as did my CT.
I learned a few things from this experience 1) Plays can be an excellent addition and enrichment to the curriculum. 2) Teachers must fully understand what a play is about before arranging to take a group of students out to see it, otherwise it will be a waste of time, money, and a disturbance to the performers and the audience if mid-way through the play the teacher realizes that it is inappropriate.
Thursday, December 11, 2008
Call and Response
Like many people who mentioned this film so far, it is truly eye opening. I had no idea the extent of this issue. The film focuses a lot of sex trafficking, which in my opinion is the most disturbing crime happening today. The fact that children as young as 7 and even sometimes 3 years old are sold into sex slavery is mind blowing. What alarms me is that there are so many people who are involved. It is more than just bad guys raping children, it is a system of people who profit from this practice. We know there are sick people in this world who harm children, that is no surprise. What shocked me was that there are people willing to sell another person to these horrible people solely to make a profit. Our world has come to value money over human life.
One thing that wasn't discussed in the film that I thought could be a valuable addition to ways we can help people is conflict free diamonds. The diamond industry is one of the most corrupt. By buying diamonds that are ensured to be conflict free, you are making sure that your luxury jewelry did not cost anyone their life.
http://www.conflictfreediamonds.org
I really feel that films like this should be seen by everyone. We are aware, but we are also in a class that makes us aware. Many ordinary people no nothing of this issue, because Americans tend to be self absorbed and sheltered. We take for granted the life we have. While girls are raped and mutilated, we live our lives looking for the cheapest bargain, not caring what our products cost others. Awareness is the first step towards action.
One thing that wasn't discussed in the film that I thought could be a valuable addition to ways we can help people is conflict free diamonds. The diamond industry is one of the most corrupt. By buying diamonds that are ensured to be conflict free, you are making sure that your luxury jewelry did not cost anyone their life.
http://www.conflictfreediamonds.org
I really feel that films like this should be seen by everyone. We are aware, but we are also in a class that makes us aware. Many ordinary people no nothing of this issue, because Americans tend to be self absorbed and sheltered. We take for granted the life we have. While girls are raped and mutilated, we live our lives looking for the cheapest bargain, not caring what our products cost others. Awareness is the first step towards action.
Conversations of Color
I attended a session of Conversations of Color that focused on social action. People discussed different organizations they were involved in. One girl brought information about the crisis in Darfur. Another person shared information about an organization that helps abused women and disabled persons. Other groups dedicated to fighting Breast Cancer were discussed.
We also discussed what the meaning of activism really is. Is wearing a ribbon or bracelet considered activism? Or is it more than that? I feel that ribbons and bracelets are a form of activism in that they promote awareness, but true activism requires more involvement. However every little bit counts.
We also discussed what the meaning of activism really is. Is wearing a ribbon or bracelet considered activism? Or is it more than that? I feel that ribbons and bracelets are a form of activism in that they promote awareness, but true activism requires more involvement. However every little bit counts.
The Brecht Forum meeting on Mayoral Control over Education
I attended this event at the brecht forum. Representatives from different organizations came together to discuss the issue of mayoral control over the NYC education system and the impact it has had on education. One group represented was the organization Time Out from Testing. Martha Foot represented this group, and explained that due to mayoral control, the focus on high stakes testing has really taken away a teacher's ability to promote active engagement in learning and to teach topics in depth with students' thinking and concept building as the focus rather than memorization and procedure based activities. The student is not at the center in this type of educational setting, and control from this high up trickling down takes away the chance for teachers and parents to be active participants in the education of these children.
Another group represented was the Center for Immigrant Families, who addressed the issues of inequality in education. They are unhappy with the current system of education and feel that their voices are not represented in their children's education, a problem caused by the corporatization of the public school system by the mayor. They feel educators and the community should be the ones running schools.
Edwin represented NYCoRE, a group very familiar to us from being in this class. They view the educator as a community worker, and value the importance of a collaborative effort between teachers, administration, parents, and the community in education. Teacher's should be accountable to their students and community, not to a test mandated from above that has little relevance to the individual students.
A fourth group represented was the Black New Yorkers for Educational Excellence. They feel that the voice of black people is stifled in education by mayoral control, which promotes a Euro-centric focus on education. They promote mandatory black history course taught in highschool, something they feel would never be possible under mayoral control.
Overall I found this forum to be enlightening on the issue of mayoral control, which I did not realize had such a negative impact. The media (naturally influenced more by the people in power) tend to glorify Klein and Bloomberg in their efforts to "fix" the school system. What many people don't realize is while the system might appear more organized and unified, students are not actually learning any more than they were. In fact, they are learning less because they are being subject to intense and unnecessary testing. While I believe standardized testing can be a valuable tool when used appropriately, when it interfere's with true learning and student's exploration of the world, it is harmful.
I think the other major issue aside from testing, is the basic principle we have learned throughout history, that having one person in power without any system of checks and balances leads to people not being represented properly. In 2009, I hope a new system with a balance of community input, teacher influence, and a universal board to oversee the effectiveness of schools, comes into place.
Another group represented was the Center for Immigrant Families, who addressed the issues of inequality in education. They are unhappy with the current system of education and feel that their voices are not represented in their children's education, a problem caused by the corporatization of the public school system by the mayor. They feel educators and the community should be the ones running schools.
Edwin represented NYCoRE, a group very familiar to us from being in this class. They view the educator as a community worker, and value the importance of a collaborative effort between teachers, administration, parents, and the community in education. Teacher's should be accountable to their students and community, not to a test mandated from above that has little relevance to the individual students.
A fourth group represented was the Black New Yorkers for Educational Excellence. They feel that the voice of black people is stifled in education by mayoral control, which promotes a Euro-centric focus on education. They promote mandatory black history course taught in highschool, something they feel would never be possible under mayoral control.
Overall I found this forum to be enlightening on the issue of mayoral control, which I did not realize had such a negative impact. The media (naturally influenced more by the people in power) tend to glorify Klein and Bloomberg in their efforts to "fix" the school system. What many people don't realize is while the system might appear more organized and unified, students are not actually learning any more than they were. In fact, they are learning less because they are being subject to intense and unnecessary testing. While I believe standardized testing can be a valuable tool when used appropriately, when it interfere's with true learning and student's exploration of the world, it is harmful.
I think the other major issue aside from testing, is the basic principle we have learned throughout history, that having one person in power without any system of checks and balances leads to people not being represented properly. In 2009, I hope a new system with a balance of community input, teacher influence, and a universal board to oversee the effectiveness of schools, comes into place.
Tuesday, December 9, 2008
Call + Response
Title of Event: Call + Response
Location: Tribeca Cinemas (hosted by Stop Child Trafficking Now and Fair Trade Productions)
Time: 12/6 midnight - 2 am
Everyone needs to go see this movie. I had no idea that human slavery still existed today, much less to the extent that it does. There is more slavery today than back in the 1800s before the civil war. Back then, a slave was priced at the equivalent of $40,000 today. Today, you can buy a human for about $300. The biggest difference, however, is that the majority of human trafficking goes on unknown. There could be slave trading going on in the restaurant on your block, and we have absolutely no idea. This is actually one of the themes discussed in the movie- how because of the language we use today(human trafficking as opposed to slavery), or how the media merely glosses over these stories, we remain completely in the dark about the severity of this issue. You really need to see the movie to understand just how bad the conditions are, but it's gotten to the point where entire villages in India are held as slaves, and they never break free because they are so isolated that slavery is all they know. Children are caught and held captive at an early age while they're still easy to manipulate and influence, and they are taught to have pride in performing sexual acts, and that it's the only way they will have food and money. Because of this, when the authorities try to break it up, the children lie and say that they aren't being held captive. Women are physically chained inside brothels, or are held prisoners by their addiction to drugs. Girls as young as three years old are being sold as sex slaves to ensure that the product is aids free. And this is just the beginning.
The film is a project started by Justin Dillion, a recording artist, who found out about human trafficking and was moved to respond. The only way he knew how was through music, so he reached out to other musicians in his area to record some music and film it as a documentary for this cause. The entire theme of this movie fits with the title, "Call + Response." This film is the response of these artists to this issue, but it is also a call to all of us to respond in ways of our own. They even gave us a card at the beginning of the film with 33 ways in which we can respond to the issue. Then, at the end of the show, they ask volunteers to sign up for a walkathon that's part of the Stop Child Trafficking Now Campaign, which will take place next September. Even blogging about the film on the internet, as I'm doing now, is one of the response options on the card!
I think a lot of the images and stories are too graphic and inappropriate for young children, so I wouldn't show this to students in elementary school. However, it's definitely a topic that can be taught in other ways, and the students can respond to this as well. Even just educating their parents about this is a great way to get the movement spread, and it would be a great opportunity to implement something like the Fair Trade Chocolate campaign.
Location: Tribeca Cinemas (hosted by Stop Child Trafficking Now and Fair Trade Productions)
Time: 12/6 midnight - 2 am
Everyone needs to go see this movie. I had no idea that human slavery still existed today, much less to the extent that it does. There is more slavery today than back in the 1800s before the civil war. Back then, a slave was priced at the equivalent of $40,000 today. Today, you can buy a human for about $300. The biggest difference, however, is that the majority of human trafficking goes on unknown. There could be slave trading going on in the restaurant on your block, and we have absolutely no idea. This is actually one of the themes discussed in the movie- how because of the language we use today(human trafficking as opposed to slavery), or how the media merely glosses over these stories, we remain completely in the dark about the severity of this issue. You really need to see the movie to understand just how bad the conditions are, but it's gotten to the point where entire villages in India are held as slaves, and they never break free because they are so isolated that slavery is all they know. Children are caught and held captive at an early age while they're still easy to manipulate and influence, and they are taught to have pride in performing sexual acts, and that it's the only way they will have food and money. Because of this, when the authorities try to break it up, the children lie and say that they aren't being held captive. Women are physically chained inside brothels, or are held prisoners by their addiction to drugs. Girls as young as three years old are being sold as sex slaves to ensure that the product is aids free. And this is just the beginning.
The film is a project started by Justin Dillion, a recording artist, who found out about human trafficking and was moved to respond. The only way he knew how was through music, so he reached out to other musicians in his area to record some music and film it as a documentary for this cause. The entire theme of this movie fits with the title, "Call + Response." This film is the response of these artists to this issue, but it is also a call to all of us to respond in ways of our own. They even gave us a card at the beginning of the film with 33 ways in which we can respond to the issue. Then, at the end of the show, they ask volunteers to sign up for a walkathon that's part of the Stop Child Trafficking Now Campaign, which will take place next September. Even blogging about the film on the internet, as I'm doing now, is one of the response options on the card!
I think a lot of the images and stories are too graphic and inappropriate for young children, so I wouldn't show this to students in elementary school. However, it's definitely a topic that can be taught in other ways, and the students can respond to this as well. Even just educating their parents about this is a great way to get the movement spread, and it would be a great opportunity to implement something like the Fair Trade Chocolate campaign.
CALL & RESPONSE
Name of Event: "Call and Response" documentary screening
Organizer and location of event: Fair Trade Productions, Tribeca Cinema
Amount of hours of event: 2 hours
reflection:
This was such a powerful film! Everyone should definitely find some time to watch it. It talks about human trafficking, which is one of the fastest growing businesses - kind of sad, right? The entire film talks a lot about different kinds of slavery - child sex slavery, child solidiers, labor slavery, and so forth. There were many stories, interviews, statistics, and images of people who are forced to work and do things they don't want to. Girls as young as 3 are forced stay into brothels and have sex with many men they don't know everyday of their lives. There was one story of a girl who was the eldest daughter of the family. I think she was hoping to earn money for her family and took a job offer thinking it was legitimate. Turns out it wasn't. What typically happens in these places is once you arrive at the brothel, they immediately rape you or force you to have sex ... I forget the reasoning behind this... but anyway the this girl felt so ashamed, she couldn't return to her family.
The documentary was started by Justin Dillion who was exposed to the concept of human trafficking while touring in Russia. He wanted to do something through what he knows best - music and it efforts culminated into this film. Dispersed through the film, musicians perform as their way of advocating for those enslaved. Other politicans and advocates are also interviewed.
Towards the end of the film, they showed many different ways you can get involved and advocate. It was definitely empowering. You left the theater completely shocked by what goes on in this world and so fired up to take action.
As a teacher, I definitely want my students to be just as aware. I want my students to take action and fight/speak for those who can't. It's so important!! I want to empower my students and let them know that they can make a difference.
Definitley check the show out!! Or even just go through their website:: www. callandresponse.com
Organizer and location of event: Fair Trade Productions, Tribeca Cinema
Amount of hours of event: 2 hours
reflection:
This was such a powerful film! Everyone should definitely find some time to watch it. It talks about human trafficking, which is one of the fastest growing businesses - kind of sad, right? The entire film talks a lot about different kinds of slavery - child sex slavery, child solidiers, labor slavery, and so forth. There were many stories, interviews, statistics, and images of people who are forced to work and do things they don't want to. Girls as young as 3 are forced stay into brothels and have sex with many men they don't know everyday of their lives. There was one story of a girl who was the eldest daughter of the family. I think she was hoping to earn money for her family and took a job offer thinking it was legitimate. Turns out it wasn't. What typically happens in these places is once you arrive at the brothel, they immediately rape you or force you to have sex ... I forget the reasoning behind this... but anyway the this girl felt so ashamed, she couldn't return to her family.
The documentary was started by Justin Dillion who was exposed to the concept of human trafficking while touring in Russia. He wanted to do something through what he knows best - music and it efforts culminated into this film. Dispersed through the film, musicians perform as their way of advocating for those enslaved. Other politicans and advocates are also interviewed.
Towards the end of the film, they showed many different ways you can get involved and advocate. It was definitely empowering. You left the theater completely shocked by what goes on in this world and so fired up to take action.
As a teacher, I definitely want my students to be just as aware. I want my students to take action and fight/speak for those who can't. It's so important!! I want to empower my students and let them know that they can make a difference.
Definitley check the show out!! Or even just go through their website:: www. callandresponse.com
Lysistrata's Children
2 hours
This was a play I went to on November 22 called Lysistrata’s Children at the Theatre for the New City. It’s name comes from an ancient Greek comedy by Aristophanes called Lysistrata. It was put on by middle and high school students from the Friendship Seminary. The play was based on sets of skits performed at school, and then came together as a larger play put together by their director.
The play began with a girl singing the National Anthem. The girl stops at the line “and the rocket’s red glare…” which she pauses and then sings again, over and over. Then someone in the audience yelled “you said that already!” and she replied “I know! That’s all they taught me!” I thought that was a really powerful moment. It shows the traditional way of learning, the way that many of us have been taught, which is by memorization, not by actual meaning or connection to what we are learning. After this, the play lapses into a parade in commemoration to US Wars, however the children are questioning why a parade for war? The play continues with the idea of why America continues to wage in war constantly. One girl expresses concern for the ongoing warfare, which sparks a flame into a deep discussion into ending war in the United States and bringing peace to America. The children acted out different scenarios and strategies to create peace until they feel they have come up with an effective one. They create a peace treaty for all adults to sign. However, the adults refuse to sign the peace treaty, forcing the children to take action. They refuse to show emotion or affection toward their parents until they sign the peace treaty. The play ends with a protest, the children vs their parents, in Union Square. The parents are finally forced to sign the peace treaty. In the playbill itself, they actually included this peace treaty, which I thought was awesome.
It was really cool to see a play in which students actually took action; this could inspire a lot of children to get involved in social justice education.
By the way, kudos to Lexie for bringing her residents! It seemed like they enjoyed it.
This was a play I went to on November 22 called Lysistrata’s Children at the Theatre for the New City. It’s name comes from an ancient Greek comedy by Aristophanes called Lysistrata. It was put on by middle and high school students from the Friendship Seminary. The play was based on sets of skits performed at school, and then came together as a larger play put together by their director.
The play began with a girl singing the National Anthem. The girl stops at the line “and the rocket’s red glare…” which she pauses and then sings again, over and over. Then someone in the audience yelled “you said that already!” and she replied “I know! That’s all they taught me!” I thought that was a really powerful moment. It shows the traditional way of learning, the way that many of us have been taught, which is by memorization, not by actual meaning or connection to what we are learning. After this, the play lapses into a parade in commemoration to US Wars, however the children are questioning why a parade for war? The play continues with the idea of why America continues to wage in war constantly. One girl expresses concern for the ongoing warfare, which sparks a flame into a deep discussion into ending war in the United States and bringing peace to America. The children acted out different scenarios and strategies to create peace until they feel they have come up with an effective one. They create a peace treaty for all adults to sign. However, the adults refuse to sign the peace treaty, forcing the children to take action. They refuse to show emotion or affection toward their parents until they sign the peace treaty. The play ends with a protest, the children vs their parents, in Union Square. The parents are finally forced to sign the peace treaty. In the playbill itself, they actually included this peace treaty, which I thought was awesome.
It was really cool to see a play in which students actually took action; this could inspire a lot of children to get involved in social justice education.
By the way, kudos to Lexie for bringing her residents! It seemed like they enjoyed it.
Conversation of Color
This event I attended is called "Conversation of Color." It was held by the NYU Stienhardt School at the third floor in Pless Hall. The session began remembering the service men and women especially during this holiday time. We were ask to make a card showing our appreciation for what they are doing. There were some people who did not support the service workers, however they still make card to send to let them know that they are special. We also talk about the many different crises that is going around the world. One topic that came up for discussion was the crisis in Darfur. How there is little that is being done to stop the countless killing of innocent people.
I found the session to be interesting, worthwhile, and thoughtful. Because many times these are things that are overlooked and for many people they have no clue of what is really going on. I loved the idea of making the cards. I seems like such a simple activity for some people, but for others it is very meaningful.
I found the session to be interesting, worthwhile, and thoughtful. Because many times these are things that are overlooked and for many people they have no clue of what is really going on. I loved the idea of making the cards. I seems like such a simple activity for some people, but for others it is very meaningful.
Monday, December 8, 2008
Growing Up Hip Hop
Growing Up Hip Hop 2 hours
When I read about this event on Bree's email, I wasn't sure what to expect. However listening to kahlil almustafa's spoken word was truly inspiring. I left there with chills. He started coming down the aisle and sat in a chair on the stage giving us a little background into his life. He grew up in Jamaica, Queens with his mother, grandmother, and two sisters. His mother passed away when he was 16 of AIDS. One of his most powerful poems was about being in the hospital with her and wanting to touch her and hold her and about how the "silence" of AIDS was too strong between them. It was very powerful.
I loved how he used music videos and other videos to support his story. It was a collection of his best work. He spoke about how his life changed and how he grew up. My favorite poem of his that he recited was called "That's Gay." He said it was inspired by his students who used the phrase often in his presence. The poem was about how people use the phrase "that's gay" to describe anything out of the ordinary or different because they don't want other people to view them as different. I loved the story he used in the poem too because it was something every person could relate too while also being entertaining.
He also recited a poem about the events of 9/11. First said something I did not even know. In February before Iraq was invaded, the biggest protest recorded in the Guinness Book of World Records took place protesting war. That was very interesting to me. His poem however was about how now we have come together in unity for 9/11 but questioning it as well as recognizing the other injustices that have taken place in America.
Before he started, there had been cards collected where the audience wrote down what their vision for the world is. At the end, he recited them. All in all this was a seriously powerful event.
When I read about this event on Bree's email, I wasn't sure what to expect. However listening to kahlil almustafa's spoken word was truly inspiring. I left there with chills. He started coming down the aisle and sat in a chair on the stage giving us a little background into his life. He grew up in Jamaica, Queens with his mother, grandmother, and two sisters. His mother passed away when he was 16 of AIDS. One of his most powerful poems was about being in the hospital with her and wanting to touch her and hold her and about how the "silence" of AIDS was too strong between them. It was very powerful.
I loved how he used music videos and other videos to support his story. It was a collection of his best work. He spoke about how his life changed and how he grew up. My favorite poem of his that he recited was called "That's Gay." He said it was inspired by his students who used the phrase often in his presence. The poem was about how people use the phrase "that's gay" to describe anything out of the ordinary or different because they don't want other people to view them as different. I loved the story he used in the poem too because it was something every person could relate too while also being entertaining.
He also recited a poem about the events of 9/11. First said something I did not even know. In February before Iraq was invaded, the biggest protest recorded in the Guinness Book of World Records took place protesting war. That was very interesting to me. His poem however was about how now we have come together in unity for 9/11 but questioning it as well as recognizing the other injustices that have taken place in America.
Before he started, there had been cards collected where the audience wrote down what their vision for the world is. At the end, he recited them. All in all this was a seriously powerful event.
Sunday, December 7, 2008
Growing Up Hip-Hop
Event: Growing Up Hip-Hop with kahlil almustafa
Date: Dec. 7, 2008
Time: 2 hours
To be honest, I had no idea what this event was going to be like and was a little apprehensive about going, but I am so glad that I went!! This was an amazing, unique, and inspiring performance by kahlil almustafa, a hip-hop poet. He grew up in Queens in a middle class home with no father and mother who died of AIDS when he was 16 years old. He has been writing poetry since he was 15 and expresses himself so beautifully through this medium.
kahlil writes about what it was like to grow up as a black man in Queens during the 80s and 90s. What it felt/feels like to walk past an old lady and watch her grip her purse tightly with two hands - he wonders what she is thinking and why she thinks this way. He also writes about watching his mother, who always seemed to make life "magic", die of AIDS and how the "booming silence" and unknowns of this disease came between them. He didn't even know if it was contagious or not because the doctors never told him, so he was afraid to kiss her. kahlil writes a poem for all cartoon characters whose voices came from black people, but were either portrayed as being white or always the less powerful or "stupid" character (like the hyenas in The Lion King).
What amazed me about this man was that there was no anger coming through his words - only confusion, sadness, and hope. It is so wonderful that he is able to express his unhappiness with the racism that still exists today with beautiful, non-violent, non-angry, poetry. He speaks about how he thought at one time that he had to rap about violence, sex, and drugs, but then realized that no, those things meant nothing to him. Instead, he chooses to write about women being strong leaders, overcoming adversity through expression, and fighting for a change.
One of my favorite parts of his performance was when he recited his poem that he wrote for his students (he's a teacher!) called "That's Gay". All of his students were always saying "that's gay" when something was uncool or different, so he decided to write them a poem. He talks about going out to dinner and ordering a salad (not hamburger) and then wanting to use a purple and pink umbrella that he found when it was pouring rain outside and his friend call him "gay". At the end of the poem, kahlil is happy and dry when his friend is soaking wet and has a stomach ache because he ate too much. It is a funny poem, but I can imagine how it speaks to kids. Too many people, especially children, say things are "gay" when they don't really mean homosexual, just "not cool". I would love to have kahlil come into my classroom and recite this poem to my students because I think they could really relate to it and also take a lot away from it.
kahlil is very talented and has a lot of powerful and inspiring things to say. i suggest that you go see him!
Call+Response Film
Event: Call+Response Film
Date: Dec. 4, 2008
Time: 2 hours
I have to admit that I was naive to the fact that so many young girls (ranging from age THREE to NINETEEN..) are being literally trapped in brothels and forced into having sex with thousands of strangers a year. It is sickening to hear firsthand about what these GIRLS go through. First, they are tricked into taking a new "job" that they are told will help them support their families. Once they arrive at their new "job", they are usually locked up in a small cell without any food until they agree to having sex with their first client. They are often raped and beaten until they are made to feel so small and helpless that they finally break down and agree to have sex with clients. The girls are often given drugs like crystal meth in order to keep them at the brothel (if they do leave, they will be without the drug so they often end up coming back). This is a horrible, horrible thing that is going on and it needs to stop!
Just visit the website, callandresponse.com, and read about the film and the issues that it brings forth. In 2007, slave traders made more money that Google, Nike, and Starbucks combined - how is this happening?!? The film will be playing at Tribeca Cinemas until Dec. 14, so if you get a chance you should really try to see it or at least visit the website and read more about this terrible business.
call and response
Call and Response
Tribeca Cinema
Held by Stop Child Trafficking Now
This was an extremely powerful and moving documentary about the child slavery and trafficking that is going in the world right now. Child slavery and trafficking is a problem all over the world; from Eastern Europe to Asia to India. One of the most haunting stories to me was the story of young women in Cambodia who are repeatedly 'sewn up' in Cambodia to replicate an intact hymen; because young virgins are sought after there. These girls are sold to men to be raped repeatedly. Call and response is a documentary meant as a call to people all over the world by musicians all over the world to stand up against this inhumane treatment of people everywhere.
As a woman and a human being, I am completely appalled by these human rights violations. As a teacher, I would definitely encourage all my peers to check out www.SCTNow.org (hint, hint) and join me on September 27, 2009 in the Inaugural Walk to STOP Child Trafficking Now. I may even encourage my class to do this if I am lucky enough to be teaching at this time next school year. I think this is a cause that students can get passionate about; even if we as educators can not necessarily get into the gruesome details of the horrific nature of this crime. Child trafficking does need to be stopped; there are no benefits to this kind of slavery.
Tribeca Cinema
Held by Stop Child Trafficking Now
This was an extremely powerful and moving documentary about the child slavery and trafficking that is going in the world right now. Child slavery and trafficking is a problem all over the world; from Eastern Europe to Asia to India. One of the most haunting stories to me was the story of young women in Cambodia who are repeatedly 'sewn up' in Cambodia to replicate an intact hymen; because young virgins are sought after there. These girls are sold to men to be raped repeatedly. Call and response is a documentary meant as a call to people all over the world by musicians all over the world to stand up against this inhumane treatment of people everywhere.
As a woman and a human being, I am completely appalled by these human rights violations. As a teacher, I would definitely encourage all my peers to check out www.SCTNow.org (hint, hint) and join me on September 27, 2009 in the Inaugural Walk to STOP Child Trafficking Now. I may even encourage my class to do this if I am lucky enough to be teaching at this time next school year. I think this is a cause that students can get passionate about; even if we as educators can not necessarily get into the gruesome details of the horrific nature of this crime. Child trafficking does need to be stopped; there are no benefits to this kind of slavery.
Videotaping the Critical Inquiry Group
12-4-08
Kimball Hall-NYU
Emily, Lexi and I videotaped the Critical Inquiry group present on the basics of SJE for freshman and transfers in to Steinhardt for Teaching and Learning. The group is made up of about ten or so recent graduates of our department and are currently SJE's in the field, including Dan and Emily that we met, and meet with Professor Picour twice a month to plan, discuss, and seek support for lessons in social justice.
It was nice to see this presentation because I think the three of us could align ourselves more in terms of the purpose for our being educators with the graduates than the freshman. The presentation given was kind of like the first part of this course crammed in two hours, but I thought it was great that the new students got exposure to this type of teaching , whereas most of us had to wait until we were seniors. Even so, being at this presentation was exciting, because we got to see where we came from and how close we are to getting where we want to go, and confirmed that teaching with a SJ mindset is the way to go for some of us, for it gives us purpose.
One of the activities they conducted was the "Human barometer," in which the group presented a topic, such as the war or gay families, and asked if the students would teach that in their classrooms. They then had to move to an area of the room designated to their response, which ranged from yes to maybe to no way. While most people seemed to be pretty open to teaching SJE topics, I am not quite sure if they understood how to. I think, judging from their responses, that most thought that teaching about these subjects would be done in isolation, without any integration in to other subjects or action-oriented purpose, or even with critical thinking. I think they thought that teaching these subjects would be teaching only "truths" for the sole purpose of superficial, factual knowledge, which is something we learned at the beginning of this class in definitely not the way to go.
Just by being behind the camera and not part of the audience, I knew that at this point we are not just students of SJE but also practitioners. We always have so much to learn, thus the purpose of the Critical Inquiry group, but we have also come a long way since September, and especially since our own New Student Seminar.
Saturday, December 6, 2008
Growing Up Hip Hop
Growing Up Hip Hop
Nuyorican Poets Cafe
I attended Growing Up Hip-Hop, in which kahlil almustafa, a young African American poet, performed his poetry in an almost spoken word sort of performance. This was one of the most emotionally intense hours I have spent; so much that it is hard to explicate it in a reflection. The themes of his poetry touched on growing up in Queens, growing up black, freedom, the state of our nation, freedom, 9/11, 'gangsta, and his mother's death of AIDS. almustafa explained the reasons he was drawn to poetry; he picked up a pen to explain the many things going on in the world around him.
As a future teacher, I would use almustafa as an example that writing poetry is a good way to address the issues that may be really affecting you in life. almustafa used poetry to deal with his mother's death. He also used poetry to deal with 9/11 and injustices done to young black men. One of almustafa's poems deals with being 5'1o'' and black- and the stigma that goes along with being that way.
I thought that the culmination of almustafa's performance; the declaration of our own independence; was especially relevant. He rewrote it for our own community and generation. I especially liked when he wrote and performed "you know what we think about the police." If I had an older middle school class or high school class right now, I would bring them to see this show.
Nuyorican Poets Cafe
I attended Growing Up Hip-Hop, in which kahlil almustafa, a young African American poet, performed his poetry in an almost spoken word sort of performance. This was one of the most emotionally intense hours I have spent; so much that it is hard to explicate it in a reflection. The themes of his poetry touched on growing up in Queens, growing up black, freedom, the state of our nation, freedom, 9/11, 'gangsta, and his mother's death of AIDS. almustafa explained the reasons he was drawn to poetry; he picked up a pen to explain the many things going on in the world around him.
As a future teacher, I would use almustafa as an example that writing poetry is a good way to address the issues that may be really affecting you in life. almustafa used poetry to deal with his mother's death. He also used poetry to deal with 9/11 and injustices done to young black men. One of almustafa's poems deals with being 5'1o'' and black- and the stigma that goes along with being that way.
I thought that the culmination of almustafa's performance; the declaration of our own independence; was especially relevant. He rewrote it for our own community and generation. I especially liked when he wrote and performed "you know what we think about the police." If I had an older middle school class or high school class right now, I would bring them to see this show.
Growing Up Hip-Hop
Event: Growing Up Hip-Hop Plugged-in
Venue: Nuyorican Poets Cafe
Date: 12/6/08 7PM-8PM
At the event Growing Up Hip-Hop Plugged-in, kahlil almustafa, the award-winning hip-hop poet presented select pieces from his collection using visuals and music to support his words. He started by explaining how he became a poet, and how the circumstances of his life and those around him inspired him to pick up a pen and express himself with words- to express the reality of life in America for African American people with words. While many of the topics his poems cover can be harsh and depressing, such as aids, war, consumerism, and White supremacy, he makes it clear that his objective isn't just to uncover the faults of American society and the American government. His message really is one of social justice, and his aim is to envision the world as a better place. He starts his performance by asking people to write down their vision of the world, but to reframe it in a positive light. Instead of writing "My vision is a world where people don't insult each other based on their differences," we would write "My vision is a world where everyone accepts each other and respects each others' differences."
Like many other hip-hop artists, kahlil almustafa tells it as it is, but what I especially liked about his poems is that although there is truth to his words, he expresses things in a way that makes you want to get up and make a difference. We each received a copy of his book of poems, and reading through the poetry, I think he makes controversial issues and political issues more accessible through his language, and most of the poems are appropriate for some of the upper grades in elementary school, and definitely could be used in middle school and high school. I think it's a great way to show students that there are a multitude of ways that you could put social justice in action. Writing poetry, books, plays, performing songs, dances- any of these art forms can have such a huge impact. It's really hard for me to express just how powerful this presentation is, but I think everyone should go hear kahlil perform his poetry at least once! And good news- at the end of the show, Bree informed Mila and I that kahlil would be coming to our class next semester, so everyone will get a chance to see him!
Venue: Nuyorican Poets Cafe
Date: 12/6/08 7PM-8PM
At the event Growing Up Hip-Hop Plugged-in, kahlil almustafa, the award-winning hip-hop poet presented select pieces from his collection using visuals and music to support his words. He started by explaining how he became a poet, and how the circumstances of his life and those around him inspired him to pick up a pen and express himself with words- to express the reality of life in America for African American people with words. While many of the topics his poems cover can be harsh and depressing, such as aids, war, consumerism, and White supremacy, he makes it clear that his objective isn't just to uncover the faults of American society and the American government. His message really is one of social justice, and his aim is to envision the world as a better place. He starts his performance by asking people to write down their vision of the world, but to reframe it in a positive light. Instead of writing "My vision is a world where people don't insult each other based on their differences," we would write "My vision is a world where everyone accepts each other and respects each others' differences."
Like many other hip-hop artists, kahlil almustafa tells it as it is, but what I especially liked about his poems is that although there is truth to his words, he expresses things in a way that makes you want to get up and make a difference. We each received a copy of his book of poems, and reading through the poetry, I think he makes controversial issues and political issues more accessible through his language, and most of the poems are appropriate for some of the upper grades in elementary school, and definitely could be used in middle school and high school. I think it's a great way to show students that there are a multitude of ways that you could put social justice in action. Writing poetry, books, plays, performing songs, dances- any of these art forms can have such a huge impact. It's really hard for me to express just how powerful this presentation is, but I think everyone should go hear kahlil perform his poetry at least once! And good news- at the end of the show, Bree informed Mila and I that kahlil would be coming to our class next semester, so everyone will get a chance to see him!
conversations of color
conversations of color event
pless hall 12/04/08
Along with several ladies from the cohort, I attended the conversations of color lunch at pless hall this past thursday. Several students from Steinhardts different programs were gathered not only for free lunch but also for an opportunity to discuss social action issues with a group of peers, faculty and staff.
At this gathering, we made holiday cards for service men who are out fighting for their country. As everyone was eating and making cards, people began to discuss important social issues that they were involved in. Amongst the topics discussed, was the genocide in darfur, breast cancer awareness, and abuse of women with disabilities. We also discussed the notion of being supportive and the notion of actually being active in making a difference. i think this point drives the notion that social justice issues require social action for their to be a change or difference made.
The conversation at this event made me realize that there is much more that can be done in terms of making an impact on a social justice issue. I think it is important to remember as future educators that we are to equip our students with the skills necessary for them to make decisions that positively impact the society. We should encourage our students to ask whether it is enough to walk around with a pin supporting a cause or whether it is more meaningful to actively engage in causes that mean something to them.
I think conversation and awareness are important tools to motivate people to think about social issues but it is action that leads individuals to impact many people at once.
Attending this lunch was helpful because it made me think about different skills I could potentially teach my students when discussing important social justice issues.
pless hall 12/04/08
Along with several ladies from the cohort, I attended the conversations of color lunch at pless hall this past thursday. Several students from Steinhardts different programs were gathered not only for free lunch but also for an opportunity to discuss social action issues with a group of peers, faculty and staff.
At this gathering, we made holiday cards for service men who are out fighting for their country. As everyone was eating and making cards, people began to discuss important social issues that they were involved in. Amongst the topics discussed, was the genocide in darfur, breast cancer awareness, and abuse of women with disabilities. We also discussed the notion of being supportive and the notion of actually being active in making a difference. i think this point drives the notion that social justice issues require social action for their to be a change or difference made.
The conversation at this event made me realize that there is much more that can be done in terms of making an impact on a social justice issue. I think it is important to remember as future educators that we are to equip our students with the skills necessary for them to make decisions that positively impact the society. We should encourage our students to ask whether it is enough to walk around with a pin supporting a cause or whether it is more meaningful to actively engage in causes that mean something to them.
I think conversation and awareness are important tools to motivate people to think about social issues but it is action that leads individuals to impact many people at once.
Attending this lunch was helpful because it made me think about different skills I could potentially teach my students when discussing important social justice issues.
O Ambassadors
Hello fellow bloggers,
I attended an O Ambassadors presentation and it was amazing and inspirational. Here's some background on the organization. Oprah's Angel network collaborated with Free the Children and created O Ambassadors you can look on Oprah's site or freethechildren.com for more info, but the main idea of this organization is to promote social change through education. If a teacher wants her class to become part of this organization he/she can log on to the site and fill out the application and I believe there is an interview process and the teacher has to explain why he/ she would like to be involved and what they have done in the past as far as social justice is concerned.
Two people from the organization came to the Brooklyn New School and did an amazing and artistic presentation. The gentleman was a former child soldier in the Congo and the woman was from NJ and was a survivor of a home filled with drug abuses and she overcame many odds. As they presented to my class and one other fifth grade class that my CT invited the gentleman began to cry as he shared with us that he was forced to murder his best friend when he was just 5 years old. They didn't share all of this information with us for sympathy rather it was to educate us about many of the injustices against children that are taking place around the world. I felt so empowered and so did my students. My CT who I think is simply amazing has been involved with O Ambassadors for a number of years and I have had such a profound opportunity watching her discuss 'difficult issues' with our students and she does a phenominal job every time. We were informed about child labor that takes place around the world and the poor quality of water that many children are facing every day along with the many issues that prevent children from attending school in Africa. As a teacher I will absolutely apply to be an O Ambassador with my students. I saw my students become so empowered and unsettled about many of the things that they saw. Most importantly to me though I listened to them ask big idea questions which showed me that they were thinking about what they were seeing from higher level and deeper perspective than what they could see on the surface
Friday, December 5, 2008
Thursday, December 4, 2008
Round Table Discussion Forum with CIP
So tonight was the Round Table discussion for New Student Seminar featuring the members of the Critical Inquiry Project; the graduates that Bree works with to integrate social justice education into their curriculum.
It was all students in Steinhardt who are currently in the education program; early childhood, childhood, and secondary. It started with Bree introducing the Round Table and each of the teachers saying what year they graduated, what grade they taught, and whether it was Special Ed or Gen Ed. Then the teachers posed questions about issues they would teach in their classrooms and asked the students to stand in separate part of the rooms for if they would, weren't sure, or would not teach those issues. The issues were ones such as race in the election, the Holocaust, Gay Marriage, and 9/11. Some students felt strongly that they would teach these issues while others felt they weren't sure, especially about teaching to young children in first or second grade.
Then we watched a film about a student named Dalton Sherman who gave a speech in Dallas to about 20,000 professionals who worked in schools in Dallas. It was very inspirational; he spoke about how he and his classmates needed everyone there to believe in them. Then the students talked about how they felt about the movie; how it affected them as preservice teachers and how it inspired them. Facilitators then posed a question addressing if the fact that Dalton Sherman is black played any part in the impact that his message had. One student said yes, the fact that he is a minority affected the impact of his message. Another said that they did not even think about the fact that Dalton was black.
Then the students spoke again in small groups about why they wanted to be a teacher.
After that, the panel talked about the CIP and how they are integrating social justice education into their classroom. Dan came up and talked about the project he did with Fair Trade Chocolate that Bree showed in class. Then Mike spoke about his second grade class's work on Columbus. They talked about the real issues surrounding Columbus's journey. They talked about whether he was a hero or not. Then they brought it to the rest of the school community by putting a bulletin board in the hallway and letting whomever pass decide if they think Columbus was a hero or not and put it in a box.
Then at the end there was a question and answer portion where the students asked the panel questions about how they got jobs and how they worked with the school to integrate social justice education into their curriculum.
It was all students in Steinhardt who are currently in the education program; early childhood, childhood, and secondary. It started with Bree introducing the Round Table and each of the teachers saying what year they graduated, what grade they taught, and whether it was Special Ed or Gen Ed. Then the teachers posed questions about issues they would teach in their classrooms and asked the students to stand in separate part of the rooms for if they would, weren't sure, or would not teach those issues. The issues were ones such as race in the election, the Holocaust, Gay Marriage, and 9/11. Some students felt strongly that they would teach these issues while others felt they weren't sure, especially about teaching to young children in first or second grade.
Then we watched a film about a student named Dalton Sherman who gave a speech in Dallas to about 20,000 professionals who worked in schools in Dallas. It was very inspirational; he spoke about how he and his classmates needed everyone there to believe in them. Then the students talked about how they felt about the movie; how it affected them as preservice teachers and how it inspired them. Facilitators then posed a question addressing if the fact that Dalton Sherman is black played any part in the impact that his message had. One student said yes, the fact that he is a minority affected the impact of his message. Another said that they did not even think about the fact that Dalton was black.
Then the students spoke again in small groups about why they wanted to be a teacher.
After that, the panel talked about the CIP and how they are integrating social justice education into their classroom. Dan came up and talked about the project he did with Fair Trade Chocolate that Bree showed in class. Then Mike spoke about his second grade class's work on Columbus. They talked about the real issues surrounding Columbus's journey. They talked about whether he was a hero or not. Then they brought it to the rest of the school community by putting a bulletin board in the hallway and letting whomever pass decide if they think Columbus was a hero or not and put it in a box.
Then at the end there was a question and answer portion where the students asked the panel questions about how they got jobs and how they worked with the school to integrate social justice education into their curriculum.
Conversations on Color
Today I attended a session of Steinhardt's Conversations on Color. The event took place at Pless Hall and focused on three different aspects that relate to social action.
1. The ongoing activity that took place during the meeting was the creation of Holiday Cards for Service Members. This was something that the group as a whole could partake in and contribute to making the holiday a bit brighter for the men and women serving our country.
2. During the activity a discussion was led on different issues that people in the group felt passionate about. The first issue brought up was on the genocide in Darfur. This issue has been more and more publicized over the past few years and yet, it seems, that nothing has really been done about it. We discussed how the American Congress has declared the crisis a genocide and yet hasn't taken any action to stop it. Does this then strip the word genocide of its power? The conversation then turned to how China has yet to acknowledge this as genocide and, thus, has prevented the UN from taking a definitive stance on the crisis.
The next issue brought up was on Breast Cancer. This was a somewhat shorter discussion, but nonetheless powerful. A member of the Steinhardt community was diagnosed with breast cancer and an event on Feb. 12th is being organized to raise money and awareness for the cause.
The last issue mentioned was on the abuse of women with disabilities. There is a shelter in NYC that houses women with disabilities who are/have been abused by caretakers, family members, etc.. We noted how this population is sometimes silenced, and the travesties that occur are hidden in the dark. This home provides a safe space for women with disabilities to go to escape these abuses. What was particularly disturbing for me to hear about ws how caretakers and family members abuse these people. Imagine being helped into a shower that was ice cold and being left there for an hour without being able to help yourself. Imagine having your means of communication taken away from you for no discernible reason. This was really difficult to swallow considering these could be the students I work with being treated like this.
3. The third thing we did was discuss what are effective means of activism. Is wearing a ribbon or bracelet for a cause effective? Is guerilla art/graffiti effective? If so how and why. Many different opinions were voiced. One claimed a change needs to occur for activism to be effective. Others claimed if awareness is made than activism is effective. The conversation then hinged upon activism as advertisement. It almost seemed like the more novel the kind of awareness made the more effective it is. The example of the Live Strong bracelets was given. It was so effective because it was the first of its kind. Now that there are different color bracelets for every cause under the sun has it become less effective?
Overall, the event was very empowering for me. It was a bunch of people from Steinhardt, like me, who want to participate in a larger conversation on social activism and change. Next semester I anticipate attending more of these sessions and encourage you all to do so as well.
Wednesday, December 3, 2008
Of Course the Book Matters
Of Course the Book Matters! Taking our Teaching of Multicultural Literature to the Next Level:
NCTE Conference, San Antonio, Texas
It is not enough to just include multicultural literature in our reading programs. Which books are you using? How are you using them? This session challenged participants to take a critical look at some favorite multicultual books and instructional practices.
This was one of the most AMAZING sessions I have ever participated in because it really challenged the teachers in the room to look at some favorite books in our classroom libraries and delve into the details of the texts that are positively or negatively representing various cultures. An interesting article to look at is "The All White World of Children's Books" by Nancy Larrick, where she talks about a lot of the issues that will follow...
If we look at the publishing trends of books with main characters from various cultures we notice that of the 50 thousand books, between 1991 and 2007,
NCTE Conference, San Antonio, Texas
It is not enough to just include multicultural literature in our reading programs. Which books are you using? How are you using them? This session challenged participants to take a critical look at some favorite multicultual books and instructional practices.
This was one of the most AMAZING sessions I have ever participated in because it really challenged the teachers in the room to look at some favorite books in our classroom libraries and delve into the details of the texts that are positively or negatively representing various cultures. An interesting article to look at is "The All White World of Children's Books" by Nancy Larrick, where she talks about a lot of the issues that will follow...
If we look at the publishing trends of books with main characters from various cultures we notice that of the 50 thousand books, between 1991 and 2007,
- African American: 70 books went to 15o books
- Asian/Asian American: 65 to 68
- Latino/a: 90 to 59
These figures are startling but not shocking. I found that the decrease in the publication of books that represent Latinos/as is fascinating given the immigration challenges at the political level of the country.
The speakers really delved into the good, the bad, and the ugly of representation. Over the break, I'll write up the list of books and their characteristics, but for now, what is important to take away is that teachers must look carefully at the books we use and have in the classroom. It's okay if books are controversial -- but let's talk about them! When looking at text, be sure to look at the text itself, the quality, the illustrations, and research the culture itself to verify the validity of the presentation.
Happy Reading!
Bridges to Literacy Comprehension
General Information:
- NCTE Conference, Session: Bridges to Literacy Comprehension for ELLs Using Cultruall Relevant and Bilingual Books
- San Antonio, Texas
This was a wonderful session that I attended in San Antonio where David and Yvonne Freeman described the needs of ELLs in literacy and how bilingual books may be used to bridge one of the borders of language that divide us. There are three types of bilingual books: two books available in each language, a single book written in two languages, or books that can flip over for the other language. The speakers addressed the problems associated with translations of text from L1 to L2, one interesting challenge is how literal translations lose the richness of the original language. Research shows that development of a student's native language and the language of the classroom simultaneously is important for language acquisition. The speakers also introduced a checklist for choosing quality books: natural language, authentic material, predictable text structure, imaginative/interesting text, good text-picture match, and culturally relevant. The argument for using culturally relevant text was that ELLs are more engaged, develop comprehension skills, develop biliteracy (which is so valuable, aside from the politicized aspects of the skill), and that children develop a LOVE for learning! I have a list of suggested books, and would love to share it! Let me know if you are interested! Looking at texts critically and analyzing the lexical and syntactical structures is really important when teaching ELLs, especially in content areas. Students are expected to learn the language and learn THROUGH the language. What a challenge without the affordance of time, thanks to NCLB.... but teachers can use the child's culture and background to engage them in the curriculum and build community relationships with non-native English speaking children and families.
Talks on Education at CUNY Graduate Center
Event: Talks on Education at CUNY Graduate Center
Location: CUNY Graduate Center
This event included two talks, one "Aesthetic Education and School Change," lead by Dr. Madeline Holzer, Director of Educational Development of the Lincoln Center Institute for the Arts in Education and the other, "There is Still No Justice: Understanding and Transforming Civic Learning in Diverse Classrooms," lead by Dr. Beth C. Rubin.
Dr. Holzer talked of the Lincoln Center Institute's relationship with the High School for Arts, Imagination, and Inquiry and several "capacities" - habits of mind - implemented within the school (not in hierarchal order): 1.) Noticing deeply 2.) Embodying 3.) Asking questions 4.) Making questions 5.) Seeing patterns 6.) Exhibiting empathy 7.) Creating meaning 8.) Taking action and 9.) Reflection and assessment. In doing an activity where we looked at several photographs, we saw how these skills could be implemented through individual and then group work. Holzer told us of how workshops are offered for educators throughout the school year and during the summer to further explore these capacities. She stressed that often times people "abuse" these capacities in discussion and do not truly comprehend the meaning behind them. As a future educator, I would be greatly interested in attending these workshops in order to properly implement these habits of mind within my teaching of various subject areas.
As for the second discussion, "There is Still No Justice," Dr. Rubin talked of several schools of varying backgrounds - urban, suburban, high income, low income, etc. - in which civic identities of students were studied. She concluded that the identities could be grouped into four: 1.) Aware 2.) Empowered 3.) Complacent and 4.) Discouraged. As educators, we must look at how daily experiences, classroom experiences, and structural inequalities affect a student's civic identity and connection to the world.
This talk re-enforced the need to look at the student as whole. What experiences do they bring to the class? How does this affect their perception of themselves and of others in the world? And, how can I then implement talking civics, writing and expressing civics, taking civic action, and discussing current events in the classroom?
Tuesday, December 2, 2008
Response to Hannah’s Blog: The Breakfast of Champions
I wish I had attended the breakfast Hannah wrote about! I think it is so interesting to look at issues affecting schools, teachers, and students from various perspectives. I agree with the idea that classrooms must be calm, yet intellectually challenging. There is a huge difference between a classroom that is exciting because students are eager to learn and interested in what they are learning about, then one that is stimulating because students are concerned, worried or anxious. In two books I have read while at NYU, Educating Esme and One Child, the author discusses various ways to maintain a calm, yet interesting and exciting learning environment. One way that sticks out in my mind, is having a box near the door in which students can leave there worries behind. There is paper and pencils available next to the box for students to write on. If students enter the classroom, and are feeling upset, angry, or worried, they can write about their feelings on a piece of paper and leave it in the box. The goal of the box is for the students to enter the classroom with a fresh start each day. At the same time, it allows the teacher to find out more about the students’ lives outside of the classroom, and what may be affecting their behavior and performance during school.
I completely agree with your statement, “we should be providing educators with what they need to make the changes themselves.” As educated individuals, who are dedicated to their students and their well-being, teachers should be given the support and resources they need to create positive change in their classrooms, schools, and communities. It seems like the notion of teacher-proofing education leads to conformity among all schools and classrooms. Students are individuals, and teachers must be given the support to reach their students, and help them achieve, grow and develop on a personal and meaningful level. It is individualized education and differentiation that allows students to succeed inside and outside of the classroom.
Response to Ann Marie’s Blog: How to develop positive behavioral support
Ann Marie’s experience reminded me of the workshop I attended at the citywide conference for NYC parents at the Hilton. The first session I attended at the workshop focused on early warning signs of autism. While I feel that the presenter could have delivered the information in a more comprehensive and clear manner, I do feel that the session was informative and provided parents and others attending the session with a brief overview of characteristics of autism. The session could also serve as a starting point for more personal research and inquiry. The conference Ann Marie’s attended seems like it would be beneficial to both parents and teachers. Learning more about the behavioral issues children with autism may exhibit is important, as it allows parents and teachers to better understand their children and students, and to reach them on a more personal and effective level. Understanding and targeting the behaviors often associated with children with autism is beneficial to a child’s social, emotional, and academic growth and development. If parents and teachers are informed about their students and children, it will create the opportunity for a more positive support system to develop. At the same time, I agree with the presenter’s idea that it is important to enable students to become independent. I feel that it is extremely important for students, at home and at school, to feel self-empowered. When students feel that they are independent individuals, they are more likely to be self-aware and confident. When this occurs, they are likely to take responsibility in their education and goals.
Also, this is the first time I have heard about creating a particular sleeping pattern for children with autism and I am wondering if or how sleep patterns specifically affect children with autism.
Response to Katrina's Blog, CEC conference workshop sessions.
I found Katrina's blog extremely interesting. I am really interested in learning about and researching the way culture influences behaviors in the classroom, as well as the over-representation and under-representation of certain racial or ethnic groups in the specific categories authorized by IDEA. I think the concept is really complex and I am eager to dig deeper into all that influences the students whom are diagnosed, how they are diagnosed, and how often a diagnosis is made. On one hand, I feel that a cultural mismatch between a child and their learning environment, can lead to specific diagnoses or even a lack of support and services in the classroom and school. As Katrina discussed, I also feel that access to health care and education influence the perception of students in a classroom, and the decisions made about their behaviors and development. As a future educator, I feel that understanding where students are coming from, their family life, their background and their culture, can help in decision making regarding behaviors in the classroom and referral for special education.
Monday, December 1, 2008
INDYKIDS
Event: developing and writing for IndyKids November issue
Location: Indypendent Media Office W.43rd st.
Amount of hours: Three 2 hour meetings (6 hrs in all)
Reflection:
At the first meeting there were not many IndyKid's members present, so we were immediately welcomed to contribute ideas to the November issue of IndyKids. Amanda, who serves as the head of IndyKids, showed us past issues and explained the format of the newspaper to us. We then went through different ideas for each page of the newspaper, keeping to the format. We discussed the current economy, the election, and other current events. The experience was very informative to me because I got to see first hand how a newspaper (be it small) is developed. By following the format and brainstorming ideas freely on a white board, we were able to come up with the skeleton of the newspaper and assign jobs in only 2 hours. Because I immediately felt like a valued member of the team and contributed ideas, I wanted to continue my involvement with IndyKids and contribute more. I volunteered to write an article, do a back page puzzle, and do the comic strip for the November issue. The past week I had seen a great documentary, called "Darius Goes West," and was moved by Darius's aspiration to spread awareness about Duchenne's Muscular Dystrophy and raise money for its cure, so I decided to write a review in IndyKids to help him out.
I really enjoyed writing the article, and making the puzzle and comic strip. At the next meeting, we all brought our work in to be edited. They were very grateful for our contributions, and again I felt like I was a member of their team. I read all the articles-and learned about some current events while doing so-and edited them. It was fun to read each other's articles, edit, and then make the final decisions about where everything would go in the newspaper, because again we were able to accomplish so much in only 2 hours and discuss current events candidly as we put the newspaper together.
At the final meeting I attended, we bundled and mailed all the newspapers. It was exciting to see them in print and find out that some of them are mailed as far as Japan. It was even more exciting to then bring them to my students and do two literacy lessons on the newspaper. My students loved the newspaper. We read almost every article the first day because my students wanted to look at all of them and they love taking turns reading out loud. One student asked why 'To Ban or Not to Ban" had the word 'homosexual' in it. This was the day after our class discussion, so I told them what it means, what it means in 'Tango Makes Three,' and why people want the book to be banned, and then I asked them if they think it should be banned. They all chanted, "No banning books, no banning books!" This is probably because I introduced the article by mentioning that their all-time favorite book, 'Harry Potter,' was almost banned because some people think books about witchcraft should not be read. They especially liked my comic because they love comics. It was really funny though, because they took it so literally (they are all on the autistic spectrum). One student said, "I get the punch line, 'I spent all my money!' but he didn't spend all his money, he still has two cents left. He should say, 'I spent all my money except two cents!'" After the lesson, one student started his own newspaper.
The next day we looked at the newspaper again. I had each student take a turn reading one of Obama's plans and then asking the students a debate question, like, "Should there be more border control?" and then having the student count and record how many for and against. The students were really into it and were even more liberal than IndyKids!
Sunday, November 30, 2008
Taking Over!!
Taking Over
The Public Theater
2 Hours
Danny Hoch's play about gentrification is much more than the complaints or whines that are usually heard about gentification. First of all, it was my definition of good art. You did not have to, and it was unlikely that you did, agree with everythign he was saygin, or walk out feeling empowered and happy. What this play did was make you think. It was essentailly an existentialist journey through the white-washing of New York City. Danny Hoch, a native New Yorker, is trying to come to terms with what he thinks New York is and what it is becoming, and the fact that one city can seem and exist as so many different and opposing things at the same time really bothers Danny, for if he defines himself by his home, that who is he? Where does he live? Where does he come from? Furthermore, as his New York is quickly being covered up by the New New York, the hipster New York, the white, out-of-towner, disconnected new York, he feels as if his identity, his being, is disintegrating, becoming invisible.
While watching this play, I did not feel attacked. I was not offended when Danny and the various characters that he played screamed at me, in more or less words and various accents, to go home, go back to where I came from. First of all, I don't think I am really who he is yelling at. I know my privilege, I know my skin color. I know that I need to work and that paying rent is not easy, just like my Loisaida neighbors on Avenue C, but I also know that because of both my education and my skin color, the fact that my family immigrated here 150 and not 50 years ago, makes it so that I can march in to this neighborhood and do anything I want, and my biggest problem is not finding a place to work but decidding on a place to work. I am not a trust fund hipster who thinks making industrial music in my Williamsburg loft is counterculture and against the man. I know who I am. I am an educator. And I will probably have many of these confused, evaporating native New Yorkers in my classroom as long as they last, before they get priced out. So I am trying to come to terms with the fact that as neighborhoods get "whiter" for the most part, they get somehow "better." I am not trying to identify or agree with everything Danny is trying to say, but I am trying to listen. I am trying to listen, because I do not want to be that crazy white girl who marches in to the local PS, talks about racism, and tries to "save" people. I do not want to even fall in to the category that anyone or anything needs saving and that I am some sort of saver. I just want to connect, try and see where people are coming from. I cannot stop gentrification, or as I like to say, the Sex in the Cityfying of what is and what I think always will be a city of immigrants. But at least I can think about what is going on, and try to think about how I fit in to it, and try to accept myself for who I am and what I have done.
Finally, I cannot help but think about times in the past when the older immigrants were hostile to the new immigrants. The Irish swept the floors of the German's bakery, the Chinese do the Irish's laundry. But what is messed up, I think, is that this balance of waiting your turn to rise up has been thrown off. Somehow, as the new white immigration moves in, the older, more established, are not being pushed to the top, they, the Hispanic, the Black, are being swept under the rug.
What we are left with is the questions why, and what, as educators, are we going to to about it. What tools can we give our students and our children to fight back.
Amazing show, really confusing...
Saturday, November 29, 2008
Lysistrata's Children
Event Sponsor/ Location: Theater for the New City
Event Time: Saturday, November 22, 2008
Reflection: I had the wonderful opportunity last week to both watch a play about children being change makers while being somewhat of a change maker myself. Last Saturday, I took a group of residents from the Broome Street Residential College (a dorm here on campus dedicated to service and educational enrichment), including the Community Development Educator and a Residential Assistant, to see Lysistrata’s Children. Based on an Ancient Greek comedy by Aristophanes called Lysistrata, the play is a political piece advocating peace. Children withhold love from their parents in hopes that their parents will sign a peace treaty to end the war in Iraq.
The play had an all-child cast from Friendship Seminary, a local school. It originated as a series of skits created by the students, then grew into a larger play, which was put together by the director. The themes of the play tie closely to some of the themes of our class, and as I watched the play, I felt I was seeing the ideals of our class put to action.
The play began with an idea and question: the history of war in America and why do we allow war to continue on from generation to generation? Students sought answers to these questions and expressed concern for our nation and its persistent warfare. As the play continued, the children devised ways they could act on their concerns and end the war. They finally emerged with a solution: create a peace treaty for adults to sign to end the war and show no emotion—positive or negative—thus withholding affection toward their parents until the treaty is signed.
This play was multicultural education in action! Though the story itself was fictional, the fact that the students made a significant contribution to the script demonstrates their committed role in working toward the values of the play: those of peace and activism. The play aimed to encourage its adult audience to question injustice, and be open-minded to all people, regardless of age. Though it seemed a large task, I realized by the end of the play that simply by seeing the play, adults were engaging in activism to a small degree, so these young actors were accomplishing their goal by getting onstage every night in front of adults. I also realized that, though I often feel I am not as much of an activist as I would like to be, by taking residents to see this show, I took one step further in becoming a more active educator.
Following the performance, I elicited feedback from the residents and we had a short discussion on the play. Many residents who were more artistically critical of the show disliked it. However, everyone agreed that the objectives of the show were clear and important. Some residents even commented that they hoped more schools would offer similar social justice opportunities and incorporate current events into the curriculum.
Event Time: Saturday, November 22, 2008
Reflection: I had the wonderful opportunity last week to both watch a play about children being change makers while being somewhat of a change maker myself. Last Saturday, I took a group of residents from the Broome Street Residential College (a dorm here on campus dedicated to service and educational enrichment), including the Community Development Educator and a Residential Assistant, to see Lysistrata’s Children. Based on an Ancient Greek comedy by Aristophanes called Lysistrata, the play is a political piece advocating peace. Children withhold love from their parents in hopes that their parents will sign a peace treaty to end the war in Iraq.
The play had an all-child cast from Friendship Seminary, a local school. It originated as a series of skits created by the students, then grew into a larger play, which was put together by the director. The themes of the play tie closely to some of the themes of our class, and as I watched the play, I felt I was seeing the ideals of our class put to action.
The play began with an idea and question: the history of war in America and why do we allow war to continue on from generation to generation? Students sought answers to these questions and expressed concern for our nation and its persistent warfare. As the play continued, the children devised ways they could act on their concerns and end the war. They finally emerged with a solution: create a peace treaty for adults to sign to end the war and show no emotion—positive or negative—thus withholding affection toward their parents until the treaty is signed.
This play was multicultural education in action! Though the story itself was fictional, the fact that the students made a significant contribution to the script demonstrates their committed role in working toward the values of the play: those of peace and activism. The play aimed to encourage its adult audience to question injustice, and be open-minded to all people, regardless of age. Though it seemed a large task, I realized by the end of the play that simply by seeing the play, adults were engaging in activism to a small degree, so these young actors were accomplishing their goal by getting onstage every night in front of adults. I also realized that, though I often feel I am not as much of an activist as I would like to be, by taking residents to see this show, I took one step further in becoming a more active educator.
Following the performance, I elicited feedback from the residents and we had a short discussion on the play. Many residents who were more artistically critical of the show disliked it. However, everyone agreed that the objectives of the show were clear and important. Some residents even commented that they hoped more schools would offer similar social justice opportunities and incorporate current events into the curriculum.
Vincent Who?
Event Sponsor: The Center for Multicultural Education and Programs at NYU with Asian/Pacific/American Institute
Event Location: NYU, 19 University Place
Event Time: Friday, November 21, 2008
Reflection: Many racial/ethnic groups in America, and even around the world, tend to have an important figure or event that brings them closer together. For African Americans, stories of Malcolm X and Martin Luther King, Jr., tighten and inspire their community. For Jews, memories of the Holocaust strengthen bonds between members of the same faith. And for Asian Americans, the story of Vincent Chin, has fostered solidarity amongst immigrants from diverse countries sharing the same continent of origin.
Vincent Chin was a young Chinese-American man who, in 1982, was brutally beaten to death by two Caucasian autoworkers. These workers noticed Chin in a Detroit bar, where he was celebrating his engagement and approaching wedding. They did not know him personally, yet began insulting him, calling him “Jap,” before chasing him outside and beating him with a baseball bat. This crime, mainly catalyzed by the two perpetrators’ agitation with the many lay-offs in the automotive industry, due to American-Japanese market share, was a blatant hate crime. However, neither man served any time in jail for what they committed.
This event made a tremendous impact on the Asian American community, really bringing a multitude of cultures together to shed light on racism between their communities and other American communities. It was one of the first events that inspired activism in the Asian American community, as well as encouraged Asian Americans to identify themselves under that umbrella term.
The film, “Vincent Who?,” was created to increase awareness of both the event and the Asian American Movement. The film both details the event and shows interviews with prominent Asian Americans regarding their perspectives of the event and its impact on Asian Americans today. According to the filmmaker, Curtis Chin, the two main goals for the film, in terms of its impact on its audience, were “realizing the similarities amongst cultures and forming coalitions/bonds.”
As audience members shared their feedback, and asked questions, it seems as if Curtis Chin is achieving these goals. One audience member asked how he plans on continuing to “get the word out.” That was an excellent question, and one that particularly interested me as an educator. The more students are exposed to films such as these, the more they become connected to the world outside the classroom walls. I am certain that some students come to school today feeling the way Vincent Chin did when the two men were making racist remarks to him. Children are becoming increasingly exposed to injustices in many forms, and oftentimes we hear hurtful language being used in the hallways, whether or not children understand what they are saying. By educating students that this type of language is wrong, and can even be fatal, we are increasing their awareness of how their actions now shape their future actions. If schools strive to teach through a social justice lens, they will create a more open and safe school environment as students take responsibility as advocates for a more just world.
Event Location: NYU, 19 University Place
Event Time: Friday, November 21, 2008
Reflection: Many racial/ethnic groups in America, and even around the world, tend to have an important figure or event that brings them closer together. For African Americans, stories of Malcolm X and Martin Luther King, Jr., tighten and inspire their community. For Jews, memories of the Holocaust strengthen bonds between members of the same faith. And for Asian Americans, the story of Vincent Chin, has fostered solidarity amongst immigrants from diverse countries sharing the same continent of origin.
Vincent Chin was a young Chinese-American man who, in 1982, was brutally beaten to death by two Caucasian autoworkers. These workers noticed Chin in a Detroit bar, where he was celebrating his engagement and approaching wedding. They did not know him personally, yet began insulting him, calling him “Jap,” before chasing him outside and beating him with a baseball bat. This crime, mainly catalyzed by the two perpetrators’ agitation with the many lay-offs in the automotive industry, due to American-Japanese market share, was a blatant hate crime. However, neither man served any time in jail for what they committed.
This event made a tremendous impact on the Asian American community, really bringing a multitude of cultures together to shed light on racism between their communities and other American communities. It was one of the first events that inspired activism in the Asian American community, as well as encouraged Asian Americans to identify themselves under that umbrella term.
The film, “Vincent Who?,” was created to increase awareness of both the event and the Asian American Movement. The film both details the event and shows interviews with prominent Asian Americans regarding their perspectives of the event and its impact on Asian Americans today. According to the filmmaker, Curtis Chin, the two main goals for the film, in terms of its impact on its audience, were “realizing the similarities amongst cultures and forming coalitions/bonds.”
As audience members shared their feedback, and asked questions, it seems as if Curtis Chin is achieving these goals. One audience member asked how he plans on continuing to “get the word out.” That was an excellent question, and one that particularly interested me as an educator. The more students are exposed to films such as these, the more they become connected to the world outside the classroom walls. I am certain that some students come to school today feeling the way Vincent Chin did when the two men were making racist remarks to him. Children are becoming increasingly exposed to injustices in many forms, and oftentimes we hear hurtful language being used in the hallways, whether or not children understand what they are saying. By educating students that this type of language is wrong, and can even be fatal, we are increasing their awareness of how their actions now shape their future actions. If schools strive to teach through a social justice lens, they will create a more open and safe school environment as students take responsibility as advocates for a more just world.
Friday, November 28, 2008
Lysistratas Children
I attended a performance of Lysistratas Children at a theater between 10th and 11th street on first ave (New World Theater? They didn't have enough programs for everyone to get one), performed by young adolescents mostly attending Friends Seminary. This play was about one girl, who during a fourth of July parade, had an epiphany that most of the United States' history is based on wars and violence. Her idea was to protest war by withholding and encouraging friends to withhold love from their parents until every adult they knew signed a petition to stop war and 'talk it out.'
I was confused about the title until Jenn told me about the ancient myth of Lysistrata, who got her fellow women of two opposing villages to withhold sex from their husbands until they stopped fighting each other. With this knowledge, I found the title incredibly amusing.
Not only was this play adorable, and the perfect length of time for someone with adult ADD as severe as mine, I think it had a lot of great teaching points in the classroom. Because children are performing in it, I would be comfortable using this in as early as a fourth grade classroom. I think I would begin by talking about the play, summarizing it, and then delving into the topic of protest. Using that as a launch pad, I think I would educate about different times protest has been used in our country and for what, and what students think they would protest if they could.
The students in my student teaching placement are writing editorials now, and I think one topic could delve into another. I would definitely recommend this as a cheap and entertaining field trip if this show ever returns to the theater.
I was confused about the title until Jenn told me about the ancient myth of Lysistrata, who got her fellow women of two opposing villages to withhold sex from their husbands until they stopped fighting each other. With this knowledge, I found the title incredibly amusing.
Not only was this play adorable, and the perfect length of time for someone with adult ADD as severe as mine, I think it had a lot of great teaching points in the classroom. Because children are performing in it, I would be comfortable using this in as early as a fourth grade classroom. I think I would begin by talking about the play, summarizing it, and then delving into the topic of protest. Using that as a launch pad, I think I would educate about different times protest has been used in our country and for what, and what students think they would protest if they could.
The students in my student teaching placement are writing editorials now, and I think one topic could delve into another. I would definitely recommend this as a cheap and entertaining field trip if this show ever returns to the theater.
Vincent Who?!
I viewed Who Killed Vincent Chin (Vincent Who?), a documentary made my Curtis Chin about the murder of Vincent Chin in the 80's. At the time, Japanese Americans were being scapegoated for various economic problems, and Vincent Chin (a Chinese man), was murdered by two disgruntled employees in Detroit.
This film struck a chord with me because this hate crime was set in the Midwest; and I too hail from that area. I am not surprised that none of the people in the beginning recognized the name of Vincent Chin, but I almost felt guilty for not recognizing it coming from the Midwest. I also really appreciated the parallels that Curtis Chin drew between the Vincent Chin murder and hate crimes that were committed against South Asians right after 9/11. My family and I, even though living in Minnesota at the time, were victims of everything from racial profiling to 'sand nigger' being written on our house and on my locker at school.
I think this film would be very useful in the classroom, but I would probably use it with an older demographic. The film itself can be used to educate about the Vincent Chin crime and the situation in Detroit in the 80's, but it can also be used to address questions higher on Bloom's Taxonomy. We can challenge students and ask, why did this happen? What ethnic group is at a disadvantage now? What other hate crimes throughout history parallel this? Can we compare this crime to crimes against African Americans post Jim Crow? It could even lead to historical research. I found this film incredibly provocative and will probably YouTube it in the future just to watch it. On a side note, Curtis Chin was incredibly amicable in the Q&A session after; and I was interested to know he financed this film by himself.
This film struck a chord with me because this hate crime was set in the Midwest; and I too hail from that area. I am not surprised that none of the people in the beginning recognized the name of Vincent Chin, but I almost felt guilty for not recognizing it coming from the Midwest. I also really appreciated the parallels that Curtis Chin drew between the Vincent Chin murder and hate crimes that were committed against South Asians right after 9/11. My family and I, even though living in Minnesota at the time, were victims of everything from racial profiling to 'sand nigger' being written on our house and on my locker at school.
I think this film would be very useful in the classroom, but I would probably use it with an older demographic. The film itself can be used to educate about the Vincent Chin crime and the situation in Detroit in the 80's, but it can also be used to address questions higher on Bloom's Taxonomy. We can challenge students and ask, why did this happen? What ethnic group is at a disadvantage now? What other hate crimes throughout history parallel this? Can we compare this crime to crimes against African Americans post Jim Crow? It could even lead to historical research. I found this film incredibly provocative and will probably YouTube it in the future just to watch it. On a side note, Curtis Chin was incredibly amicable in the Q&A session after; and I was interested to know he financed this film by himself.
Thursday, November 27, 2008
IndyKids
Event: creating the current IndyKids issue
Location: Indypendent Media Office W.43rd st
Amount of hours: 3- 2 hour meetings (6 hours altogether)
Reflection:Creating the current IndyKids issue was a very thought provoking group of events to attend. There was three meetings all together, the first was a brainstorm, where we came up with the ideas for what was going to be included in the current issue, the second meetings was to edit the articles that were created for the issue, and then the final meeting was to copy edit the pages of the new issue. I was also able to connect and implement much of what I learned and discussed in the meetings, into my lessons and unit plan that I am currently doing.
During the first meeting, we met with the editors and coordinator for the paper in the Indypendent Media Office (the Indypendent is the newspaper for adult readers, that the IndyKids was based off of), we started off just talking about what issues we thought should be included in this issue. We talked a lot about how to include the economic crisis and presidential race into the paper. Since the paper was going to be coming out a few weeks after the presidential race, we talked about whether a larger of a portion should be dedicated to the presidential race, which would be old news or the economic crisis, which is a somewhat difficult and a less engaging topic. Ultimately we decided that there should be a larger emphasis on the economy, since it would most likely be more relevant to the current situations, when the paper actually came out. We also brainstormed other topics for the newspaper, for example, we talked about Haiti and the hurricanes, street vendors in DR, Bangladesh Farmers, Banned Books Week, A book review of the Young People’s History of the US, along with an interview with Howard Zinn, Kid’s opinions on Standardized Testing to correspond with an article on how the state was to institute standardized testing in Kindergarten.
This meeting was very interesting, because I am doing a current events unit in my student teaching classroom, and part of my plan was to have the students make a class newspaper at the end of the semester, so seeing this brainstorming process made me aware of that face that my students needed more knowledge of what is actually going on in the world before I ask them what they think should be in the newspaper. I also realized that I am not as informed of current social injustices that are going on in the world today. Although, I did feel like I could contribute, due to the fact that I am working with my students on current events, I felt like I had a better understanding of what my students are interested in, and what they understand about newspaper articles and what they do not.
Another part of this meeting was delegating who was going to write the articles for the paper. I was able to volunteer to write the book review of the Young People’s History of the United States by Howard Zinn, the recipe for the back page, and I also was able to take on the opinion section and letters to the editor, so that I could include my students as well. My students were SO excited to be included in the paper. I worked with a small group of students from my class, and we did a few lessons on what standardized testing is, and I had them brainstorm pros and cons. From there they wrote their opinions, revised them, and then typed them up. I also had the students select and article from the paper that they could respond to and ask a question about. The whole process took about two weeks to complete, but they came out really great, and they were so proud of their work.
During the second meeting we edited all the articles that were written for the paper, and planned how to put it all together. It was really interesting to see everything that we talked about in the previous meeting, actually come together. However, in the third meeting we were really able to see it all set up on the pages with the pictures and other graphics. This meeting was particularly interesting, because we were putting together the teacher’s guide for the current issue. It was fun to think of activities to correspond with the articles, especially since I had use the previous IndyKids issue and taught many lessons off of it. I also felt like I was able to tap into many of the activities and lessons we talked about in class, and connect those to the articles.
Overall, the experience of creating the newspaper was very rewarding, and fun! My students are also very excited about their contributions to the newspaper. I was able to get a class set for both the 4/5 classes, and when I passed it out they were so excited that they got their own copy, since before we were just looking at the one I got in class. The students’ thought it was so cool that their classmates were in the newspaper, that they were all begging me to be included in the next issue. The students’ that had been featured in the newspaper were running around showing every teacher in the school, singing, “we’re famous!” as they went down the hall. It was really nice to see the students get so excited about writing in a newspaper.
Wednesday, November 26, 2008
Lysistrata's Children
Name of event: Lysistrata's Children
Where: Theater for the New City
Time & Date: 11/23/08, 3:00-4:00
I personally loved Lysistrata's Children and thought the concept was so clever. The play is a derivative of the Greek comedy by Aristophanes. The original play is about Lysistrata's effort to enforce peace and end the Peloponnesian War. In order to do this, she gathers all the women in the town and they brainstorm how they could influence their husbands enough to stop fighting. They decide to withhold sex from their husbands when they return from each battle until they agree to stop fighting. Eventually, all the men give in and end the violence.
Lysistrata's Children was put on by students in 6th to 12th grade from the Friends Seminary. They took part in the entire process of creating this play from helping write the scenes to putting together a mini band to play accompanying music. The premise of the play is quite similar to Lysistrata, but instead of a group of women coming together to end the fighting, a group of children led by one particularly passionate child, Lindsay, bands together to influence the adults to sign an oath of Victory over Violence. They brainstormed a plethora of funny ways to influence their parents, but eventually, decided that the best option would be to withhold love and affection from their parents- to take away everything that made parenthood joyful.
I was blown away by the students' performances and their passion for the material. I thought it was a great way to have the students spread a message in a completely peaceful manner and also to get students really involved. By having the students take part in every aspect of putting on the play, it gave students who might have extreme stage fright or little passion for acting a chance to help out as well. It's a great way to show that you don't need to be in the limelight in order to be making a difference, and often it's the people doing the unseen work are making everything possible. The play gave these children a venue to speak out, and I find that children's voices can actually be really influential. I think putting on a play with a theme for social justice is definitely possible in 5th grade and up, and it's a wonderful way to tie in all the subject areas under one essential understanding.
Where: Theater for the New City
Time & Date: 11/23/08, 3:00-4:00
I personally loved Lysistrata's Children and thought the concept was so clever. The play is a derivative of the Greek comedy by Aristophanes. The original play is about Lysistrata's effort to enforce peace and end the Peloponnesian War. In order to do this, she gathers all the women in the town and they brainstorm how they could influence their husbands enough to stop fighting. They decide to withhold sex from their husbands when they return from each battle until they agree to stop fighting. Eventually, all the men give in and end the violence.
Lysistrata's Children was put on by students in 6th to 12th grade from the Friends Seminary. They took part in the entire process of creating this play from helping write the scenes to putting together a mini band to play accompanying music. The premise of the play is quite similar to Lysistrata, but instead of a group of women coming together to end the fighting, a group of children led by one particularly passionate child, Lindsay, bands together to influence the adults to sign an oath of Victory over Violence. They brainstormed a plethora of funny ways to influence their parents, but eventually, decided that the best option would be to withhold love and affection from their parents- to take away everything that made parenthood joyful.
I was blown away by the students' performances and their passion for the material. I thought it was a great way to have the students spread a message in a completely peaceful manner and also to get students really involved. By having the students take part in every aspect of putting on the play, it gave students who might have extreme stage fright or little passion for acting a chance to help out as well. It's a great way to show that you don't need to be in the limelight in order to be making a difference, and often it's the people doing the unseen work are making everything possible. The play gave these children a venue to speak out, and I find that children's voices can actually be really influential. I think putting on a play with a theme for social justice is definitely possible in 5th grade and up, and it's a wonderful way to tie in all the subject areas under one essential understanding.
Hope and Help For The Challenging Child
Name of the event: How to develop positive behavioral support
Organizer: Regional Center For Autism Spectrum Disorders.
Place: Hunter College.
On November 15, I attend a two session conference on children with Autism Spectrum Disorder with V Mark Durand as guest speaker. The theme was for parents and teachers to learn and understand how to deal with behavioral issues and how to create a sleeping pattern for autistic children. The topics discussed were very important for both parents and teachers because by learning how to deal with these issues will help teachers to have better communication with children with special needs. Knowing how to handle an autistic child in the classroom when an incident arises, is vital for teachers to know. Mr. Durand discussed that his clinical study proved how positive behavior could lesson the stress of both parents and teacher. He talked about reason that may cause the behavioral issues and ways to address these issues. He also stress how important to optimistic about the child and not be pessimistic. Instead of looking at the child as being disabled, be open to teaching the child the things to make him/her more independent.
As an educator, it was very informative for me because I feel more knowledgeable on the issue of positive behavior. In addition I feel that I would able to somehow help parents with their children challenging behavior.
Organizer: Regional Center For Autism Spectrum Disorders.
Place: Hunter College.
On November 15, I attend a two session conference on children with Autism Spectrum Disorder with V Mark Durand as guest speaker. The theme was for parents and teachers to learn and understand how to deal with behavioral issues and how to create a sleeping pattern for autistic children. The topics discussed were very important for both parents and teachers because by learning how to deal with these issues will help teachers to have better communication with children with special needs. Knowing how to handle an autistic child in the classroom when an incident arises, is vital for teachers to know. Mr. Durand discussed that his clinical study proved how positive behavior could lesson the stress of both parents and teacher. He talked about reason that may cause the behavioral issues and ways to address these issues. He also stress how important to optimistic about the child and not be pessimistic. Instead of looking at the child as being disabled, be open to teaching the child the things to make him/her more independent.
As an educator, it was very informative for me because I feel more knowledgeable on the issue of positive behavior. In addition I feel that I would able to somehow help parents with their children challenging behavior.
IMAGIME
Name of event: Imagine
Oganizer: Others Are Us
Place: Fordam University.
I attended an exhibit on Thurday November 20th at Fordam University. The exhibit was a selection of artwork by students from eight countries around the world. The dates of artwork exhibited range from as long as 2002 to this present year. Each theme that was display has been color-coded repesenting the lives of young people involved. The artwork exhibits the personal expression of children's hopes and fears. the name and colors of each exhibits are as follows: Attitudes and misconcepts about other-orange, we're all students together-light blue, Best friends froever-green, Family-dark blue, Fashion rocks!-purple, I dreamed a dream-yellow, Gender-red, Other Are Us-building hope, preventing conflict-black.
By attending this exhibit, I realized that children every where have similar dreams and hopes. It also made me realize that what is happening in any country has a great impact on children all around the world. As an educator, this is one activity that would be nice to get my student involved with. It's a way that people get to hear what children have to say.
Oganizer: Others Are Us
Place: Fordam University.
I attended an exhibit on Thurday November 20th at Fordam University. The exhibit was a selection of artwork by students from eight countries around the world. The dates of artwork exhibited range from as long as 2002 to this present year. Each theme that was display has been color-coded repesenting the lives of young people involved. The artwork exhibits the personal expression of children's hopes and fears. the name and colors of each exhibits are as follows: Attitudes and misconcepts about other-orange, we're all students together-light blue, Best friends froever-green, Family-dark blue, Fashion rocks!-purple, I dreamed a dream-yellow, Gender-red, Other Are Us-building hope, preventing conflict-black.
By attending this exhibit, I realized that children every where have similar dreams and hopes. It also made me realize that what is happening in any country has a great impact on children all around the world. As an educator, this is one activity that would be nice to get my student involved with. It's a way that people get to hear what children have to say.
Tuesday, November 25, 2008
Lysistrata’s Children
Play: Lysistrata’s Children
Time: 3:00pm-4:00pm, 12/23
Place: Theater for the
The play Lysistrata’s Children is telling the story of a group of children persuades their parents to sign an oath of "Victory over violence." They start with a parade of showing the important things happened in American history. The little girl finds that this country has been celebrating violence and war for a long time. She thinks that she has the responsibility to do something to change this country. So she brings her friends together to brainstorm good ideas that will make this world more peaceful. These children came up with a lot of wonderful and funny ideas. However many of them agree to make the first step by influencing their parents to sign an oath of “Victory over violence.” However according to Philip Suraci, the director, he was inspired by Aristophanes that Athenian wives denied their husbands sex in order to persuade them to make peace. Therefore, in this play, as a bargaining chip, children ask parents to sign the oath for making the world a peaceful place. Finally children’s action gets more and more parents’ supports, and even the whole society hears their voice through media.
I think this play is very powerful in a way that we should believe everyone can make a change. I have always been thinking that war is a heavy topic for young children. But after seeing how children could form their own opinion on a tough topic, like war, I feel more confident of teaching them. Although this play is designed for adult to see, I definitely think it is also suitable for elementary school students because its language, idea and action are all very easy to understand. As a future teacher, we could use this play as part of a unit plan to have the children learn about the real world which is not always peaceful and pretty. I want them to be critical, but also at the same time to have the faith that they can make a change. This play is providing a good example for children to know one of the actions that they could actually use.
However, in the play, the transition from the parade of American history to the little girl’s critical thinking is not very smooth which makes me feel a little too sudden. Overall I think this play is very nice and educational.
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