Literacy with an Attitude: Educating Working-Class Children in Their Own Self-Interest

By Patrick J. Finn

Talking Points

1. (Preface) "One explanation is that we have come so far in our democracy that we have nothing to fear from the have-nots. We worry instead that the low levels of literacy among them make them a liability for the rest of us." 
Reading this right at the beginning of the article already struck me to realize that the "we" Finn keeps addressing are the SCWAAMP-y (high SES, White, privileged, etc) folks that Johnson continues to haunt us about. By choosing to live in the status-quo because "we" are unaffected by the negative consequences and injustices, such as literacy and education, does nothing to benefit the greater whole, and continues to draw that "power line" in the sand. The notion of the 2 kinds of education (empowering vs. domesticating) was so eye opening for me, since it is quite evident there is this difference based on the culture of power. I had never truly thought about how accurate this is before (thus exposing my own privilege). 

2."Contemporary social scientists believe that if we can understand these mechanisms, we can change them and bring ourselves to a different place, one where there is greater equity and justice. That would require that both the rich and poor get empowering education and powerful literacy." This connects nearly directly to Delpit's 5 rules of the culture of power. It is astonishing how logical it sounds, yet we, as a whole society, are still not taking enough ACTION to make this necessary change. How do we convince those in the highest power, who have the most influence (the top-down scenario) to shift this movement with full momentum so everyone is on-board? Because everyone at the bottom is aware of the problem already. 
"When rich children get empowering education nothing changes.
But when working-class children get empowering education you
get literacy with an attitude." Those in lower class backgrounds who get empowering literacy are "woke" to this difference and are willing to say something, and address the injustice. Finn stresses that everyone should want to have this fire inside them to effect change, not just the "have-nots." It is disgusting how this movement could be interpreted as a plague to the controlling, conditional world certain entitled "haves" have created. And those "haves" in power who do acknowledge this problem, cannot just go on with assumed "good intentions."

3. (end) "In the affluent professional school the dominant theme was
individualism with a minor theme of humanitarianism. Emphasis in the classroom was on thinking for oneself, creativity, and discovery in science and arithmetic. But there was also a pervasive climate of mutual help and concern for one another and for humanity." 
This is such a perfect statement of balance between our society's mindset of the "individual" and the "collective concern for all" and even connected to Ana's post about how the former far outweighs the latter in our present day. Providing students with tools, freedom, and EMPOWERMENT in their education to think, discover, build knowledge through their own trial and error, and construct their own ideas and awareness of how the world works, gives them an edge like no other. I am questioning my own practice again, and wonder if I am doing the best I can to encourage and guide my little learners to build autonomy, express their creativity and find intrinsic motivation for learning?


Argument

Finn argues that those in the culture of power must be conscious and willing to take action to uproot the status quo of this difference in learned education, since all classes of people should be given access to empowering education and powerful literacy; we must realize the value of the collective power, because the working class are not equipped with the resources or capabilities to do it alone. 

"The status quo is the status quo because people who have the
power to make changes are comfortable with the way things are. It
takes energy to make changes, and the energy must come from the
people who will benefit from the change. But the working class
does not get powerful literacy, and powerful literacy is necessary

for the struggle. How can the cycle be broken?"


P.S. I actually had uploaded an amazing article from the New York Times to my own Facebook a few weeks ago (before I took this course!) that shows how providing literacy to those who once couldn't afford/access the cost of this luxury is a powerful message beyond words...no pun intended.

Running Out of Children, a South Korea School Enrolls Illiterate Grandmothers

     

The American Dream still?

The Problem We All Live With - Part One

By Nikole Hannah-Jones (click name for video access)

My TAL Integration Chart with Discussion Questions

This video gripped me as Nikole shared a key issue in our nation's education system...possibly one of the most significant plights to still exist to this day. This notion of "school integration," rather than segregation, has been tried and tested, with corresponding results that show increases in achievement for Blacks. I could picture a clear image of some of those infuriated parents, who stood up on their soapbox at that Board meeting held to discuss the new transition of Normandy students into Francis Howell, and it just shocked me how outrageous they appeared to be with such intolerance and selfish wishes. And this scene couldn't have possibly only occurred at this school, on this day. I appreciated when she reiterated "This is what happened in cities all over. With Brown vs. Board of Education, we as a nation decided that segregated schooling violated the constitutional rights of Black children" (timestamp 34:45). So how could these situations of adversity still be happening??? The data clearly shows that court-ordered integration has changed the lives of Blacks! They are less likely to end up in poverty, have fewer health problems and live longer than segregated Blacks. These are FACTS! You cannot fight the facts. 

I recall when Dr. Bogad told us to use the strategy of "What? So What? Now What?" and I just keep thinking....so now what? If we know giving these school districts of predominantly Black students the ability for integration in the same facilities with high quality access WORKS, and will provide them with true equal opportunities as Whites, why aren't we doing this? And an even better question...are we getting more comfortable exposing who the "we" is in this predicament? I quote Lisa Delpit again, in her culture of power, as she states "those with power are frequently least aware of its existence" and this connected me right when Nikole was interviewing the Superintendent of Normandy Schools, Charles Pearson. He was trying to create "turnaround" at the school for the "4000 Black kids" with very idealistic goals that seemed too good to be true. But the fact of the matter is, no matter what interventions or school reforms are initiated, the true essence of racial equality will still cease to exist. Unless we break the stereotypes, and integrate the schools, we can't effect true change in this way. And the way Nikole Hannah-Jones crafted such a captivating story, with breakdown into a scene distribution like a Play was beautifully done. It kept the story personal and alive with emotion and expression, and gave me greater insight and perspective into the minds of those students and families, such as Nidra and Mahria, affected by the transition between the two schools and unwelcoming nature of those less educated on the facts. 

Here is an extremely current article (from today, in fact!) that shows there are parents who STILL are not on board with the success of school integration: http://gothamist.com/2019/05/24/school_integration_brooklyn_15.php  (It takes place in Brooklyn, NY.)

One of the quotes that stuck with me from it was “There are going to be privileges that are spread out more,” he said. “That’s the result of equity.”

And he nails it. Because that's exactly why this process of fixing it can't work it until we all acknowledge the privilege that is in the way.

Another great resource I came across in the wizardry of the internet is called Integrated Schools: Families Choosing Integration, a grassroots movement website of families willing to make changes to the status quo of racial inequality in the school system as it currently runs. It has a great video explaining things on the main page as well as a blog too! Link to website!

“The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children" By Lisa Delpit

Talking Points

1. (beginning) One of the statements from the text that raised my curiously was posed as such a simple question, yet holds much more weight and value than it alludes to on the surface: Delpit inquires, "How can such complete communication blocks exist when both parties truly believe they have the same aims?" (2006, p. 23). This brings me back to the concept of perception, and if we truly ARE all looking through the same lens when we put our shared theories and goals into practice. The opening scenarios of each interviewee was sickening to read and envision the experience they endured. We should never have so many of these "unheard" experiences in our evolving society. This is all about what the message of the video "Stay Woke" spotlights!

2. (middle) Lisa Delpit delves into this concept of the "culture of power" in just about all angles, which truly clarified it well for me, since I hadn't thought about it in such an intentional way before, even though I may have reaped the benefits. It drove a mental knife into my gut when I read this quote about college applicants, especially those going for teaching programs: "A white applicant who exhibits problems is an individual with problems. A person of color who exhibits problems immediately becomes a representative of her cultural group" (p. 38). But, this is a real issue that continues to persist: "However, either by virtue of their position, their numbers, or their access to that particular code of power of calling upon research to validate one's position, the white educators had the authority to establish what was to be considered "truth" regardless of the opinions of the people of color, and the latter were well aware of that fact" (p. 26). We need to get out of our comfortable ruts and explicitly teach (and listen) in ways that combat the racial inequalities, drop the assumptions and self-righteous truths that limit freedom/autonomy, and break the cycle! 

3. (end) Ultimately, I know that our stakeholders (the children!) in the classroom determine my role as the teacher. Without a comprehensive understanding of their background and cultural exposures, I cannot say I'd feel remotely equipped to raise their potential for learning, and doing them a severe disservice. Delpit suggests that "although all "explicit" black teachers are not also good teachers, there are different attitudes in different cultural groups about which characteristics make for a good teacher. Thus, it is impossible to create a model for the good teacher without taking issues of culture and community context into account" (p. 37). The author also advocates of this culturally relevant pedagogy to the silenced dialogue is seen in the quote: "My charge here is not to determine the best instructional methodology; I believe that the actual practice of good teachers of all colors typically incorporates a range of pedagogical orientations. Rather, I suggest that the differing perspectives on the debate over "skills" versus "process" approaches can lead to an understanding of the alienation and miscommunication, and thereby to an understanding of the "silenced dialogue."" This has me once again reflecting on my own patterns and typical forms of communication with my students. Am I explicit enough? Not as direct as I should be? What way is in all my students' best interests? Is there even one list we could create that would have all the qualities of the good teacher? It just proves we need to keep continuing the conversation, and removing the layers of the proverbial onion.

Argument

Delpit argues that in order to make the educational experience of children one that empowers and supports them in the cultural respects they know and understand, we, as educators, must acknowledge and be willing to evaluate how OUR teaching is connected to that culture of power in our society, and decide if we need to make intentional changes in our own practice. 

Colorblindness is the New Racism; All Lives Matter

Articles: 

Colorblindness is the New Racism by Armstrong & Wildman

All Lives Matter by Kevin Roose

The Cost of Lazy Liberty

The discussion of the dynamic shift from former terminology, racism to this newer trend of colorblindness speaks volumes in terms of how modern day society has not evolved their cultural shortcomings much in this great span of time, even since the Civil Rights movement in the 50's and 60's. It almost feels as if we, collectively as a whole, are lazily fading out the more intentional and deliberate steps required to change this status quo, and settling down into this comfortable pattern of avoidance to racial inequality. Hey, for some of us, it doesn't affect us, right? We may not even know it's happening, so how can we perpetuate it, right? WRONG! 

Upon reading the beginning of Armstrong and Whitman's chapter 5, it leads me to wonder just how many of the people I am in contact with daily often think in privileged or racial terms, and consider any of the benefits of Whiteness. I have to admit, I felt a sudden disappointment because I got the sense that so many of us do NOT reflect on our own positions on the "power line" that the authors refer to (Armstrong & Whitman, 2013, p. 67). Why are we choosing not to scrutinize this real problem that Black people face? Why are we choosing to be "tone-deaf" to distract us, like Roose states (paragraph 3)?

Armstrong and Wildman's clarifying definition of what color insight truly is nails it: "Color insight admits that most of us do see race and underlines the need to understand what that racial awareness might mean" (2013, p. 67). It opens doors for further research and conversations. It turns the cogs in the machine to consider where our role lies in this societal dilemma. It transitions us from blindness to conscious awareness (say the words!). And it lights the match that requires us all to not just observe and talk about it, but to take action to gut it. We must brand a new lifestyle and mindset that curiously inquires to understand, equalizes, and accepts folks of all backgrounds and differences. We have to BE INTENTIONAL in our practice and behavior to look at origins and personal identities if we want to "be more willing consciously to move from endorsing colorblindness to supporting color insight...Color insight requires a commitment not to sweep race under the rug, but rather to name its presence, and to examine its attributes from multiple perspectives, including the operation of privilege" (Armstrong & Wildman, 2013, p. 68-69). 

We can all certainly agree that the four steps that Armstrong and Wildman propose are required to get this ball rolling are accurate, and provide room for us to scrutinize deeper. The more ideas we hear that enhance our awareness, the more resilient and flexible our "brain" (cognitive processing) is, and the greater the odds we will be driven to break mental chains in others, take stands, and make differences. This has to be a conscious choice within ourselves, since "human nature" tends to be inherently biased, as Johnson said (2001). To combat racial stereotyping and default assumptions of Whiteness, we need to collaborate in our "multiple intersections of privilege" and bridge the privilege gaps (p. 73). It resonated with me strongly when Armstrong and Wildman state "By exploding that default assumption, teachers help students make privilege visible and deepen their understanding of its operation" (2013, p. 73). I believe this the true goal of color insight, and the paramount argument these authors strive to make in the entire chapter. Imagine if we all committed to start the next movement from our egocentric, rose-colored lenses to a more aware and altruistic one, that diminishes no one's worth by their race? We'd be investing in quite the anomaly.

If you want to see the article from where I found my "Little Red Riding Hood" cartoon, I highly recommend it! Here is the link for it: 

https://www.literateape.com/blog/2016/9/15/privilege-isnt-the-right-word-for-it

Or click this: #AllLivesMatter article

"Privilege, Power, and Difference" by Johnson

Due Wed 5/15: ASSIGNMENT A: Annotation, Talking Points and Argument

1st Article: "Introduction: Creating Classrooms for Equity and Social Justice"

(Rethinking Our Classrooms)

2nd Article: "Privilege, Power, and Difference" by Johnson

Notes on Articles:

• In Article 1, interesting to have both words perpetrator AND victim in same sentence describing teachers on social inequities...
• love how article alters "mindset of reader/educator" to positive one in which they explore options in their control: it's "not about what we cannot do; it's about what we can do" (para 2); addresses the need to self-reflect on our own practice
• LOVE the quote from article 1: "critical teachers requires that we admit we don't know it all" 
• Johnson right off the bat admits he is in the dominant gender/race/class upon writing this article, makes for interesting perspective how he will "bridge" his own voice and experiences with others of differences, as well as use extensive research 
• I love how the Article 1 introduction addresses the theoreticians (or administrators/politicians) who are not speaking from real-world experience in the classroom when stating their beliefs, and it makes me wonder: how can we at the ground level connect at all with these people? How do we as a society shift the visionary thinking toward more of the practical and real-world experiences, in order to make better meaning of it?

This article snapshot shows the essence of everything I feel we need to do when teaching, and connect it all to the students' own lives to make it valuable to them. The students need this connection just as we do!

Talking Points:

1. (beginning) The article by Johnson discusses how we are in a paralysis because of the heavy weight of this social justice issue, and do not know how to make a move. How can we find practical ways, big or small to create necessary changes, address differences or resist the injustice? I admit, it can be severely uncomfortable and challenging when faced with hearing about racism happening in my own school between students and teachers, and how to best approach it/hold those accountable.

• Johnson addresses this when he states, "For many, the answer is some variation on 'human nature.' People can't help fearing the unfamiliar--including people of other races, goes one popular argument." (p.3)

• "The truth of this powerful force is everywhere, but we don't know how to talk about it, and so we act as though it's always somewhere other than here and now in the room with us." (p.7)

2. (middle) The fact is, we need to start these conversations about what justice looks like as early as those primary years (3-6 years old)! I was reflecting on Dr. Bogad's anecdote about how she was explaining the confusion of the "homeless man" to her son, and why he didn't have a home, go to a job, etc. We will encounter so much of this inquiry inside and outside a classroom, and need to be prepared and empowered to address it. This will allow their own perspective to open wider and grow more accepting of new, different thoughts/concepts (like a growth mindset). How do we encourage/embed these deep honest conversations in our students' daily lives so they receive them more than the vague or unfair messages our society perpetuates?

• this change in practice would then trickle down to create the democratic and just society we all want (*This connects to Article 1 since I 💜the label "community of conscience" from Asa Hillard and Gerald Pine in it, where students are truth tellers and change makers!)

3. (end) Toward the end of the article, the powerful message that "solving the problem" of privilege must be taken responsibly on by ALL parties on both sides of the line, not just the disadvantaged stood out to me. But how can we create opportunities to expose this awareness of the problem and motivate everyone to feel obligated to get involved and do something about it?

• Johnson says at one point, "The simple truth is that the trouble we're in can't be solved unless people who are heterosexual or male or Anglo or white or economically comfortable feel obligated to make the problem of privilege their problem and to do something about it. For myself, it means I have to take the initiative to find out how privilege operates in the world, how it affects people, and what all that has to do with me....Understanding how to bring dominant groups into the conversation and the solution is the biggest challenge we face."

Argument:

Johnson argues his deep concern and desire for a movement that seeks to uproot the complacent terrain of our current society (filled with privilege, inequities and "human nature"), and redesign the landscape for a more thoughtful, active, empowered, and open-minded one.

• Connective quote: "We can take in the strange and unfamiliar and learn to understand and embrace it, whether it's a new language or an odd food or the mysteries of death and dying or the person sitting next to us on the crosstown bus who doesn't look like anyone we've seen before." (p.6)

First blog yippee!

Hi everyone!

 ← this is Kira my cat 💜😍

I am Danielle, and I am a Kindergarten teacher at The Hope Academy, a school at Meeting Street. I'm currently enrolled in my M.Ed for Early Childhood, and hoping to graduate by May 2020! I only have 3 courses left after this one, woohoo!

I do enjoy being around the littles, but when I need some "me time" I love to do yoga and get out to go running, and I live right by the bike path and trails to escape to. I also LOVE LOVE LOVE to read, and will read anything from Harry Potter, to crime and psychological thrillers, to articles on anything about social justice and education (which is why I have a good feeling I'll like this class 😉). I am obsessed with Ted Talks! 

Here is a Ted Talk by Michelle Obama (so I can try to practice the link-y thing)

Click me!!!!!

Here is the actual link if I messed up haha!
https://www.ted.com/talks/michelle_obama


I also love animals, and am also obsessed with pugs, sea otters and hedgehogs, and need to find a way to make them all pets of mine. 😂😂😂😂😂 (Yes I want a zoo!) 

Have a wonderful day!

~Danielle