Talking Points #10

Privilege, Power and Difference
Allan G. Johnson

Argument:
Johnson argues that to become part of the solution of the misconceptions between power and privilege and the system itself there are certain steps we can take to further the change process. Johnson argues that we must all first be aware that our first step must be admitting that we are all part of the problem. Many of us would like to see ourselves are neither part of the problem nor part of the solution. Many like to remain neutral, its either everyone’s problem, or no one’s problem, Johnson states that our first step to recognizing that we are a part of the problem is by being aware that certain privileges do indeed exist. He states that to further alter misconceptions we need to be able to make a difference, challenge opinions and we need to realize that the change process does not happen overnight. Johnson ends his piece by implying that we need to be patient, there is always going to be a continuous change, nothing stays the same and by believing that as an individual we can provide a long term process of change we can become the building blocks for that change just as Martin Luther King has done for the misconceptions of inferior races. Although Martin Luther King has not been able to see the success of his building blocks he was an important and crucial part of the change that has occurred throughout the years for racial equality.

Quotes/Evidence:
1. “We have to reclaim some difficult language that names what’s going on, language that has been so misused and maligned that it generates more heat than light. We can’t just stop using the world like racism, sexism and privilege[…]to say that I have race privilege says less about me personally than it does about the society we all live in and how is organized to assign privilege on the basis of a socially defined set of racial categories that change historically and overlap.“(138)

In this quote Johnson restates his argument from the first chapter. We must be able to take the risk by saying the words. Johnson seems to agree with McIntosh in the concept of privilege. He states that there is a such thing as race privilege however Johnson takes it a bit further than McIntosh, he states that not only does race privilege exists but explains that there are many privileges that exist and that by admitting that these privileges do exist and that everyone is indeed a part of the problem we are taking the gigantic step toward becoming part of the solution.

2. “To be an effective part of the solution, we have to realize that privilege and oppression are not a thing of the past. It’s happening right now. It isn’t just a collection of wounds inflicted long ago that now we need to be healed. The wounding goes on as I write these words and as you read them and unless people work to change the system that promotes it personal healing by itself cannot be the answer. Healing wounds is no more a solution to the oppression that causes the wounding than military hospitals are a solution to war. Healing is a necessary process but it isn’t enough.”(140)

In this quote Johnson is explaining to the readers and eliminating their myths about the reality of privilege and oppression. It’s not over and it’s happening right now. We can’t assume it’s a thing of the past and set it aside and unless people are willing to taking the time to deal with it and think of solutions to make a change it will never change. I believe this relates to Oakes because Oakes stated that if teachers do not take the time to implement different options to tracking then students will continuing to be tracked in schools. Not only does this relate to Oakes but Johnson is stating something greater than that. We cannot just use “the band-aid solution” it’s not enough we need to take the steps to solving the problem, of course healing is necessary Johnson states but it certainly isn’t enough just like change isn’t enough. We need to really be able to discuss these issues and become aware that privilege and power do exist.

3. “One is to do what I did and stop. But since we don’t have the option of not participating in our society we’re left with the second choice, which is to change the game itself.” (154)

This quote made me contemplate Lisa Delpit’s argument. Can we change the system or will there always be groups who need to be taught the rules and codes of Power. As Johnson stated the “other” or marginalized groups do not have the choice of participating in society they simply must to survive.Delpit argues that since they have no choice but to particpate in a dominant grouped society they must know the rules and codes of power to participate. Johnson contradicts this concept by suggesting that these groups do not have to learn the rules and codes of power that we can actually take the step to “change the game itself” by changing the dominant system that preceeds to exist.

Questions/Comments to Share
I thought this article was a remarkable way to end the semester in our course. Johnson’s piece summed up all the key thoughts, ideas and concepts we have discussed throughout the semester. Whether it be from privilege, to saying the words, to inclusion, Johnson states it in this piece. It isn’t a summary of the work but in fact a relation or synopsis of our course work. Johnson prepares us for the real world he gives us the tools to be prepared when we are around others to touch upon these issues. Not only is it important for us to be knowledgeable of these subjects, but it’s important for us to not make assumptions and challenge others opinions. We have the opportunity to change the world around us and build these building blocks. As Johnson stated in this piece “It’s easy to have opinions, but it takes work to know what you’re talking about.” I honestly thought this was the most engaging, and thought provoking piece of the semester I have to admit I truly enjoyed reading and following this article with my highlighter and pen. I was able to relate to all of the authors and concepts. And challenge the ideas I had previously learned or learned through our authors. I am thankful for having learned these steps and being a part of this course. I truly can say that I have learned a lot and through these different concepts I can further alter the way I think about things, see things, challenge the status quo, speak out and not be afraid to start my own path. The path of greater resistance may not be easy but at least we can create our own instead of becoming a follower.

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Talking Points #8

Citizenship in School:
Reconceptualizing Down syndrome
Christopher Kliewer


Kliewer argues that educators, parents and all citizens of the community’s stereotypes and misconceptions that people with disabilities are unable to learn, function, and communicate in the community are creating segregated schools for these children leaving them as an invisible, and unimportant contribution to society. Kliewer argues that students with disabilities are not all alike, every student is different in his or her own way and that by sorting students by ability and behavior, students of higher academic ability are privileged.

1) How absurd to be judged by others at all, especially by those who have never experienced a disability or who are unwillingly providing us with support or who don’t listen to the voices we have.

I believe that through this quote, Kliewer is trying to open readers minds to understand the judgments they are making. People make judgments by appearance or abilities without knowing anything about the person. We are denying their voices and abilities. The truth is that students with disabilities can learn, there a normal student just like any other student they may do better in one subject or another or have different interests. We know nothing about their disability, if we’ve never experienced one how can we know how they truly feel. We don’t know anything about who they truly are.

2) Those who appear not to make use of these conditions or who appear to lack the potential to accrue privileges are systematically devalued as less than full citizens and charged as they are with having differences that matter.

As educators we must understand that all children are different. Each child has different needs whether it’s between visual learning and active learning. They each have different abilities. However Kliewer argues that students with disabilities differences aren’t viewed as normal differences that can be dealt with in a “normal” ability classroom. They automatically “charged” with differences that matter he says. I agree with Kliewer I feel as if many people blame students, leave them out of the group, there differences seem to be troubling to teachers and they try to find ways to deal with them. They have low expectations of these students and are setting them up to fail by not guiding them, pushing them to do better, and instead of attempting or letting them do what they can. Educators are showing these students what they can’t do. For example, communicate or be in a classroom with the other students, they are separated and put apart. They cannot take other classes that interest them such as Mia Peterson described they need to be in special education because there “differences” matter so much that they cannot be mixed with the dominant society. These students are not the same; they are all different every student needs different attention and instruction. These ideas are far but true. Kliewer sets out to address these beliefs and erase them.

3) School Citizenship requires that students not be categorized and separated based on presumed defect [..] School citizenship rejects the idea of a gap between normality and Down syndrome.

The idea of school citizenship is the idea that Kliewer supports and is trying to suggest for schools. Kliewer believes that for students to be successful they need to be considered a part of society and not “others.” They need to be able to make connections and be able to function around others and build language skills. Unfortunately in many school systems students of disabilities are separated because of there differences. Many educators believe they need the attention, they cannot live up to the expectations and work on the same level as other students but the truth is have they ever been given the chance? Are they just being set up to fail in the world? They cannot live in this bubble their whole lives.

I thought this article was very easy to read. It was easy for me to make notes in the margins. I agreed with Kliewer I had not read much about students with disabilities or special education. The article actually inspired me to become a special education teacher. I am not completely sure but it definitely made me consider it. I have always looked at special education as a more difficult task something I was not sure that I was ready for. It hasn’t been something I had wanted to do. I think I have just been drilled with the fact that it’s more difficult to teach students with disabilities then students who are not. It’s not that I believe that students with disabilities cannot learn, however I believe that they are all different and I do think that some students disability or not need special attention. Some students need to have the guidance and if there are twenty to thirty students in the classroom the students will not be getting the individual attention that they need. I do not believe in isolating the students from others but maybe bringing another teacher into the classroom so the student and the other teacher can have some assistance?

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Talking Points #7

"One More River to Cross"
Charles Lawerence

1."Segregation violates the equal protection clause of the fourteenth amendment not because there is no rational relationship between the classification and the purpose-it is a supremely rational system-but because its purpose is illegitimate."

2."Once it is understood that the injury results from the existence of the label of inferiority, it becomes clear that the cure must involve the removal of that label. The mere placement of black and white children in the same school does not remove the brand imprinted by years of segregation."

3."Perhaps the most detrimental effect of the court's refusal to acknowledge the true nature and scope of the institution of segregation has been the resulting failure of the judiciary, and ultimately the public at large, to recognize a constitutional right to the affirmative destruction of that institution."

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Talking Points #6

Jeannie Oakes
Tracking: Why Schools need to take another route

Oakes argues that by continuing to implement tracking in schools educators are not following in the right direction. The direction educators take must be altered to fit all students from all abilities. Through tracking education are creating uneven opportunities for students. Oakes states that tracking creates instructional advantages for high-ability students with better teachers, more expectations, and more resources and leaving the “unspecial” students low-ability and average students behind. Oakes suggests that higher ability students do equally well in mixed groups and that this might be the first way of changing or thinking about tracking. What’s actually working and what’s not? Oakes concludes her document by letting the readers know that unless teachers take the time to discuss, modify, change and develop alternatives to tracking will continue to be implemented in school system and will continue to create uneven opportunities and widen the gap between students.


1. “Students who need more time to learn appear to get less; those who have the most difficulty learning seem to have fewer of the best teachers.”

In this quote Oakes highlights that all students do learn differently and those who are of lower ability or average are getting deprived of resources and the same or better educators. The teachers of lower ability students have fewer expectations and continue to go over materials leaving it so that these children can never catch up or end up in the high ability group if they wanted to.


2. "Moreover, the nature of these differences suggests that students who are placed in high-ability groups have access to far richer schooling experiences than other students.”
I believe that this was one of Oakes main arguments, she states that higher ability groups are getting the better teachers, resources, more expectations and are being challenged. It’s not just the idea behind tracking that Oakes is stating it’s the instructional advantages that come along with classes that are made up of high-ability students.

3. “But unless teachers have the time and the autonomy to deliberate about, develop, and experiment with fundamental changes in school organization and classroom practices, alternatives to tracking are unlikely to be intelligently conceived, enthusiastically endorsed, or successfully implemented."

Oakes ends her argument with this quote, she explains that tracking will continue to exist and be implemented unless teachers are willing to take the time to change it. That since these ideas have been implemented for so long they are more likely to continue unless they are conversed about and modified into alternatives for students of all abilities.

I thought this article was very easy to read and follow. The article left me contemplating and thinking about the alternatives to tracking. Do any exist? Have they been implemented or suggested? Why aren't teachers and administrators taking the time to address this? I believe that just eliminating tracking won't neccesarily change the instructional advantages of higher ability students over others. In my old high school they eliminated higher level classes that were ranked by X,A,B,C all together and just made them college prep or standard. I don't believe this was the right strategy taken. It didn't change it I believe it actually made it worse for those that were in the high honor X classes. In some instances in high school there are some students who just want to pass and don't want to do any work and there are some who are high achieving who want to do the best they can to be on the top of the list in high school who worry about their grades and their gpa's. I feel as if low ability students sometimes do make an impact in high ability students achivements. Maybe in elementary and middle school this isn't the same aspect. At the same time I believe that those students who are low ability are capable of higher achiveing work. They do need more resources, better teachers who will push them to be higher achieving and have more expectation of them. They can do well they just need more time, and resources, not less.

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Talking Points # 5

In the Service of What?
The Politics of Service Learning
By: Joseph Kahne and Joel Westheimer

Kahne and Westheimer argue that service learning should be a part of the schools, and that the focus now seems to be on charity when it should be a focus toward change. The authors use real life experiences and thoughts of students, teachers and politicians to explain the view of service learning and the path it needs to take. Through these thoughts the reader is introduced to different opinions of service learning and the need for it. Some teachers and politicians believe that it is a part of a citizen’s duty to do community service. Unfortunately, this automatically puts service learning as a requirement making the students not have a choice; it’s something they have to do. By seeing service learning as an opportunity to better and change the lives of others will have a positive and more rewarding experience rather than if it was seen as an obligation or charity. The authors explain that this is the problem with service learning right now. By seeing it as a charity, for example in Mr. Johnson’s classroom the students weren’t asked to examine how the people they were helping ended up this way, what to do to prevent this from happening to someone else, and how can these students move toward making a positive change through service learning. Thus, if by doing service learning we are not changing nor attempting toward change, and making a difference then are we really making the effort to understand and better the community?

1. "We attempt to apprehend the reality of the other and then to struggle [for progress] together. In so doing we create opportunities for changing our understanding of the other and the context within which he or she lives."

I believe that the authors are trying to explain that to really make a change in the life of others we first need to comprehend those “others” lives. That one needs to understand others struggle to really help them. If we don’t understand how they got there, and what could have been changed or be changed about their daily life then how can we make it better? If we take the time to listen, and understand each other we are indeed “creating opportunities for change” not just a change in the lives of others but a change in our lives. How we think and perceive others. For example, the children who were introduced to the elementary school in the poor neighborhood had changed their perception of the urban school after attending. One of the students said I was scared to go because my mom said it was a bad neighborhood. However come to find out there students were extremely polite and surprisingly friendly. This proves that many people go by what they hear or see. We don’t take the time to really get to know people, and their struggle we automatically judge people whether it be a negative or positive judgment. Therefore, by taking the time to comprehend others and their surroundings, we are taking the time to address social concerns in a meaningful positive way.

2. “Educators who emphasize change would clearly also value the educational benefits of this approach. To tap into the full power of service activities, however, these practitioners would want to combine critical inquiry with action. This process can transform students' understandings of both disciplinary knowledge and the particular social issues with which they are engaged."

This quote brought out my attention because while teachers who believe that it should be a push toward change they also believe in the positive aspects these activities have in the classroom. These service activities would teach children how to learn, communicate and combine their thinking with action. It takes students out of the classroom and gives them a form of active learning in reality [the real world].


3. “The model is compassion or charity; [service is optional, a personal choice] and thus can never be the subject of political duties.”

This quote is evidence for the argument between charities versus change. In the article, Bush said that it should be the duty of every citizen to complete community service. I disagree, I believe that as part of communities would should give back and if everyone does so that is what keeps a strong community and government going. At the same time however by forcing students to do community service they are not getting positive feedback, learning experiences, or taking the time to understand others and their social issues. Therefore they are not really making a change. As the authors mentioned to make a change students must take the time to understand and comprehend others to want to do community service. If one doesn’t want to do something, or didn’t want to in the first place they aren’t going to have a positive attitude going into it. Therefore as the quote says it should be optional, and a personal choice and can never be a requirement. If it is it is automatically contributing to its meaning as a charity were giving but are we truly caring?

I thought this article was a extremely long and dense to read. I read it once and then had to read it over again there were some parts that were easy to understand and others where I was trying to figure out what they were trying to say and what their point was. Throughout most of the article, I wrote notes here and there and highlighted but once I had reached the end I wasn't sure if they were arguing for change, or for community service. As I went over it I came to a final argument and found evidence however I feel as if they are still arguging more than that? I found this article to be relating to my own experience in service learning. When we were first told we were being placed in an urban school I was a bit scared and wanted to request a school from home. However Martin Luther King Elementary is a wonderful school, with very intelligent children who are openminded to others and their classmates. I am very happy with my placement and I really hope I can move toward a positive change in the classroom.

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