Colorblindness and black lives matter too

Colorblindness and Black Lives Matter Too 

This was the one of the most challenging assignments I have had in a long time. I cant right about it because the pain is real. 

Rethinking Schools

 RI Laws and Policies 

 I appreciated going through the policies and laws that are set up to support and  protect the students in RI. Personally, I have never been exposed to this document, so thank you for sharing.

I brought this document to my Director of Middle school and she has never seen it but did know it existed.  Moving forward, all of our teachers will have a copy but we will also go over this as part of our PD in the beginning of the next school year. 

I am also grateful to get a better understanding on the terminology and I appreciated that as well. Often, I have found myself confused and unable to name or articulate what to say, in hopes of not offending anyone. Another thing that stood out to me was the Education and Training section. I love that they encourage schools to incorporate education and training and professional for teachers and schools.  It states. " As with other efforts to promote a positive school culture, it is important that student leaders and school personnel, particularly school administrators, become familiar with terminology, best practices, guidance, and related resources and that they communicate and model respect for the gender identity of all students." 

I will always keep this document and share it with students and parents'.

Woke Read Aloud

I thoroughly enjoyed this video. I actually love how Ms. Akien starts off talking about what she likes to be called and how it makes her feel. Immediately she was engaging. They also encouraged kids to speak up and talk to their parents when people make them feel uncomfortable. Ms. Akien's teaching methods are full of energy, excitement and understanding. I love how she started out making sure students understood the structure and design of the book. I love that there are books like these in the universe. But most of all, I love that there are teachers out hear creatively engaging students in courageous conversations.

Going to School Blog #6

 

Going to School video by Richard Glen

This video was very inspirational in that it showed the challenges as well as the victories of these families. I think on so many levels exposure to the discrimination and isolation is pertinent. As a country, I thin k we need to be mindful of the ways we treat people with differences or disabilities. Afterall, they are people just like you and I. and their lives matter, I was particularly moved by the strength of Richards mom. She  fought to for inclusion and respect. She made sure that Richard was getting what his IEP said her would and also went as far as going to school everyday with him for three years. That is both admirable and sad. Sometimes I get so upset at the things our schools get away with. They violate the civil rights of students as if they don't matter or they are invisible. 

These stories remind me of the school my granddaughter went to. The Grace school in Providence have inclusive classrooms. Their classrooms are small, with about 12- 15 students but they all include atleast two students with disabilities. I love this school. My granddaughter learned so much from the students with disabilities. The one thing that stood out was her empathy and willingness to make sure her "friends" felt included. Our families became friends and still we keep in touch. 

I am grateful to have learned about the Individuals  with Disability Act of 1975. I knew there were laws set in place but I did not know about this. I have a sister with two special needs children and I watch her fight endlessly for there rights. I know its a tiring effort but I'm glad she has the strength and knowledge to get my niece and nephew what they need.

In conclusion, I believe no student should be isolated, discriminated against, or treated with hostility. We live in America, a county whose Pledge of Allegiance states that liberty and justice should be for all. As educators, our goal should always be to make sure that all students get what they need.

                              

Teach Out Project

 TEACH OUT PROJECT

I chose to do my Teach Out Project on identity. I am pairing up with Caitlyn to present this project to her summer camp.  The theme of the camp is "Understanding my Identity and my Impact on the Environment." We would like to focus our teach out on personal identity, power and how it shows up in a classroom.

The two sources we will be using are, "Delpit's Other Peoples Children and Wildman and Armstrong's Colorblindness is the New Racism." These articles offer a wealth of information to support our project.

This topic is important to me on many levels.  I believe that when people are making  a choice to work with young people, they should understand that there is an internal work they need to do themselves. What I mean is, as adults it is vitally important that we do the work of understanding who we are, how we identity, what power we hold, and how it shows up in spaces.  (Intent vs Impact)

Caitlyn's goals are for my staff to leave with knowledge of self identity that they can bring into their classrooms and explore with youth. Hopefully, they will gain an appreciation for each other's values and the skills they each bring to the table. My goal is to assist her in this meaningful work and that we model what it looks like when you respect and collaborate with a diverse people.

As a black and indigenous women I don't have choice in how people perceive me. Just because I'm black assumptions are made before I even open my mouth. Because of this, I have a heightened awareness of how I show in spaces and how I use my power. I am also very aware of how my "showing up" can impact spaces. So I want other educators  to be aware of this as well, especially when working with the BIPOC community.

Blog Post #2 Privilege, Power and Difference

Allan Johnson

Truth be told this was a difficult read for me and although I am aware this was written a few decades ago, it doesn't negate the impact. I am learning to lean into my discomfort so that I can continue on my journey to be the change I want to see. Also, I want to acknowledge that I am doing this for the second time because I accidently deleted the wrong blog. So bare with me please.

The Author, Allan Johnson, argues, "we are all a part of the problem and there is no way of voiding that as long as we live in this world."

Point 1 Rodney King

"Can't we all get along?" Like  any serious question, it sits  and waits for what it deserves, which is a serious answer. I firmly believe the answer is complicated and has many layers. Johnson stated that "getting along is also an issue across differences of gender, sexual orientation AND numerous other divides." Therefore, I believe there is too much HIStory and to much at risk for us to get along.

Point 2 Diversity Wheel

 Imagine going to bed and waking up someone else. Or imagine that your gender or sexual orientation had changed? How would that affect how people perceive you and treat you? How would it affect how you see yourself? How would it change the material circumstances of your life? Would it be better or worse? These are all great reflective questions for us to ask ourselves as we examine our own privilege or lack there off. I know I am.

Point 3 Types of Privilege

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There are two types of privilege that McIntosh speaks about. The first is Unearned Entitlements. "These are entitlements ALL people should have, such as feeling safe in public spaces or working in a place where they feel they belong and are valued for what they contribute." when people take these entitlements away it forms into Unearned Advantage. (it gives dominant groups a competitive edge they are reluctant to acknowledge or give up.)  The second privilege is called Conferred Dominance. (giving one group power over another)

April's Blog #3 The Silenced Dialogue:

 Power and Pedagogy in Educating Other Peoples Children by Lisa Delpit

 

I must admit that reading articles like this gives me a certain level of anxiety. For me, articles like Delpit's reminds me of the countless conversations with colleagues or community members who have a hard time seeing their privilege and understanding their power and bias. Nevertheless, I digress. Delpit starts off by sharing a story about a black male graduate student who gets frustrated when the  conversation comes up in white spaces about the "black issues." He states, "I'm tired of arguing with those white people because they wont listen."  I have heard this statement made a million times and have at some point said it myself. But when I read it, it hit me differently. I felt validated and was compelled to read this article twice.

Point 1 - Page 23

After reading the three scenarios, Delpit shared this was her motivation for the first half of the title. "The Silenced Dialogue." It made sense but what proceeded after that was a wow moment for me.  She stated, " One of the tragedies in this field of education is that scenarios such as these are enacted daily around the country. The saddest element is that the individuals that the black and Native Alaskan educators speak of in these statements are seldom aware that the dialogue has been silenced. Most likely the white educators believe that their colleagues of color did, in the end, agree with their logic. Afterall, they stopped disagreeing, didn't they?" That was deep for me. It reminded me of the word CAUDACITY.  Its a made up word  deriving from the words Caucasian and audacity. My daughter uses this in her circle of friends when a white person makes an ill advised statement. 

Point 2 - Page 31

When Delpit talked about ensuring that each classroom incorporate strategies appropriate for all the children in its confines, it reminded me of the class discussion we had on the thanksgiving activity. I will always say and believe apart of having shared cultural power lies within the ability of the teacher to SEE her students, not fix them or judge them. Just like Delpit, I have heard those with power say things like, "those parents don't care or are uncaring," because they don't respond or react in a way schools think they should. She (Delpit) sums this up by stating, "what school personnel fail to understand is that if parents were members of the culture of power and lived by its rules and codes, then they would transmit those codes to their children ."

Point 3 - Page 35

Controversy revisited. In Ways with Words, Shirley Brice Heath quotes and compares the directives given by a middle class "townspeople" teacher. -" Is this where the scissors belong?" and that of many black teachers: - "Put those scissors on the that shelf." Delpit asks the question, "is one oral style more authoritarian than another?" This made me think of the teaching style I have and ponder of what I would have said. This difference in speech that is being highlighted are both still commands but are perceived differently in classrooms of color. It reminds me of my 8th graders who, if a teacher came into the classroom giving them a perceived option by asking a question, will more than likely challenge that teacher. And then the question is asked about who has the cultural power now. Food for thought.

Argument Statement: The Author, Lisa Delpit, argues that to act as if power does not exist is to ensure that the power status quo remains the same. (pg. 39)

 

I am more than an Athlete

People assume that being an athlete is an isolated thing but its not.

I am more than an athlete. I am a women, a mother, a sister, a friend, an educator, lover of music and life and so much more. I do not like like to be put in a box or to be spoken about in generalizations. I am April, wonderfully, perfectly and beautifully made by God.