Apparently, I'm in the mood to gripe today

Destroyed Torture Tapes

I am so sick of Bush talking about this stuff -- I'm not sure if I feel pity for him or just ashamed. It almost always sounds like he doesn't know what he's talking about -- and he tries to dance around too much. He knows what is being done is illegal, and so do those who destroyed the tapes. He talks about protecting American people yet they've used the "State Secrets" defense more than any other administration. They are also violating our rights and say that they're doing it in order to "protect us" -- how can you justify fighting for our freedoms when you're taking them away? We're not any safer just because we have to wait in line an extra 2 hours at the airport while everything is supposedly searched (I made it through security with a lighter in my purse still and would have been able to take it on the plane had I not remembered that I had it (I had to use it to heat up my key when my locks froze on my car lol) and disposed of it); and we're not any safer just b/c they decide to detain thousands of people for "questioning" -- if anything they've strapped their resources which is more detrimental to our safety b/c people are so caught up in searching everyone that they can't focus more attention on what actually seems threatening. They knew about 9/11 before it happened but said they didn't have the resources available to investigate the information properly. We're more likely to be victimized by domestic criminals than by foreign terrorists so why don't you focus a bit of energy into that? And while we're looking into the criminal justice system, why don't we look at all the social injustices that are leading many towards prisons -- at least in prison they get food and shelter and work. I could rant on about so much of this -- including Gitmo and the threats to habeus corpus -- and about how much of all of that is a crock of crap and mostly unnecessary... *takes a deep breath* -- I think I'm PMS'ing... time to go do some yoga and chill. lol

War Operations vs. Education, Health, and other Domestic Programs

Yet another budget battle...

A snippet from the article: The White House on Saturday threatened to veto a massive spending bill being assembled by congressional Democrats, saying it's unacceptable to add billions of dollars to domestic programs.

The White House has not seen details of the $500 billion-plus measure — which senior Democrats are constructing behind closed doors — but reacted to it based on media accounts.

The bill contains $11 billion above President Bush's February budget, awarding the money to domestic programs such as EDUCATION and health research. It also may contain several billion dollars in "emergency" funding for border security, foreign aid, drought relief and a food program for women and children.

So this is the kinda crap that bothers me, and this is the reason why I say education needs to be made a top priority for this country. Bush requested $196 BILLION to add to the war operations in Afghanistan and Iraq; yet, he calls trying to request $11 billion for additional programs in the States fiscally irresponsible. The war is costing us something like $12 billion A MONTH, which is $1 billion more than what was requested for the whole year for several domestic programs.

Seriously.... is anyone else bothered by this in the least? I'm in favor of taking care of those who are at war overseas, but we shouldn't neglect the domestic needs of our nation either. Education, health care, food programs -- these sound like things that can benefit the entire population in some way or another. I'm really tired of all this petty fighting and bickering and people using power to secure their best interests for when they're not in power anymore while forgetting about most of their constituents. We need to find, support, and elect more humanistic leaders. This selfish capitalism has gone way too far; it can' really be described as capitalism anymore either; it's just greedy materialism. :o\ And as much as I think we can benefit from having a member of "minority" status as President, please, please please, please, PLEASE don't vote for someone just because they are a minority. Research the candidates and read about what they stand for -- you might be surprised at what you find.

I guess I just hate the thought of knowing that there are so many people out there suffering needlessly (not just here but in other countries as well). The whole thing is just seriously out of balance.

Entry #12 -- I have no freaking clue... but I know I'll get there

And with a broken wing
She still sings
She keeps an eye on the sky
With a broken wing
She carries her dreams
Man you ought to see her fly

The first step on my journey was overcoming obstacles I experienced in my past so that I could work towards my future. I enrolled in college so that I could be better "educated" so I could become more "qualified" to help empower others so that they can learn to overcome things for which they had no control (and even things they may have had some control over) and to empower them in realizing they have more power than they were previously aware of having.

Most of the time, I'm not really sure where I'm going to end up, but I try to stay optimistic by using post-its of inspirational quotes (and songs/song lyrics) like those to the side of my blog... ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~>

So, I guess the next step of my journey isn't exactly entirely planned out yet; it will probably come as I am taking it just as so many other things in my life. I know I take steps to reach out to people... especially younger people. I do plan to continue my education of course... both in and out of school. I want to get more political and democratic experience as well -- become more familiar with it so maybe I can help others navigate through it and help them realize their democratic powers as well. We can do so much, but everyone else tells us otherwise so often that we've forgotten... or, worse, don't believe it.

As I said in class though... and as England wrote... it's a continual process -- I don't ever plan to be "finished" with anything because so many steps exist on my journey. I don't quite know where I'm going or how I'm going to get there, but I've guided myself along pretty well so far -- especially when I consider where I was -- so I know I'll get there. Even if I take a few detours, I'm sure I'll do it b/c I had the opportunity to change something along the way.

She loved him like he was
The last man on Earth
Gave him everything she ever had
He'd break her spirit down
Then come lovin' up to her
Give a little, then take it back

I think I just want to help people realize that no matter from where they came, the things they didn't really have control over, the mistakes they made, the opportunities they don't think they have, the people who tell them they will never be good enough or will never be able to do anything... no matter any of the things they've experienced that they see as negative... they don't have to be defined by it/them for the rest of their lives. They don't have to let those things control who they become and what they do. They can take responsibility (and accountability) for themselves -- and they need to in order to do what's best for them. I want to help them see the strengths they have because of what they've experienced and because of who they are as an individual.

She'd tell him about her dreams
He'd just shoot 'em down
Lord he loved to make her cry
"You're crazy for believin'
You'll ever leave the ground"
He said, "Only angels know how to fly"

I overcame an abusive past, an alcoholic and neglectful parent, etc.... I overcame many other things... the point is I overcame... I didn't let them defeat me -- whatever it was. Yes, there were times when I thought they might... and yes, there may have been times when part of me thought I wanted them to, but I always had a bit of hope... and that hope helped me to overcome. I guess that's the path I want to continue on... the path of hope -- not just for me but for other people I come across, and not just in work or in school but in general. Hope doesn't have any boundaries... it's not confined to spaces -- it can exist anywhere and everywhere. Maybe that sounds naive and optimistic to you, but with some of the things I've gone through (and others who have overcome similar and worse things), I think it's kind of a "right of passage" so to speak to allow myself to be...

We are all shaped by everything in our lives, especially the people we meet. That's why I try to offer kind words and smiles that are honest, sincere, and genuine. Sometimes all it takes is one word or one smile... England talks about the need for action... with which I do agree... but if people exercise their freedom of speech -- sometimes that's all it takes to put words into actions. Sometimes people (especially children) will say things but may not be able to act on them -- that's where we come in. I think we should be more humanistic and caring, in general. We shouldn't continue, as West said, to be so caught up in our daily lives that we don't care about anything else. And, as we read this week in our article... recognize the importance in not only focusing on the things we can't immediately control or change, but also focus on the things we can immediately control and change -- without losing sight of the bigger picture.

"We hold the hope of children in our hearts and in our hands. (England, p. 128)"

Hopefully I can inspire others to think... hopefully I can inspire them to act... hopefully I can inspire them to live. Hopefully, I can just inspire and empower...

How will I do this? With time, energy, a positive attitude and positive regard, and a sincere and genuine concern for the person as an individual.

I am also boycotting anything standardized... including SOOT surveys.

And with a broken wing
She still sings
She keeps an eye on the sky
With a broken wing
She carries her dreams
Man you ought to see her FLY...

(Just kidding... I did the SOOT earlier today)

I know we didn't have to post a link, but I thought this video was interesting. It's contains snippets of interviews from random people "on the street" talking about the importance of education and whether it is important and maybe what can be done to make it better...



Song Lyrics: "Broken Wing" Martina McBride

Entry #11 -- Democracy -- How can we change it, if we don't use it?

Voices of Dissent


“A movement of an energized public to make elites responsible… the taking back of one’s powers in the face of the misuse of elite power (West, 68).”

While doing the presentation, I started thinking more about how much of an impact censorship has on democracy. When we added a few of West's characteristics of democratic citizens (slide 5), I really started to think about censorship as more than just the banning or limiting of certain words, phrases, pictures, books, etc. and how detrimental it has been to social justice. (Some who are reading this may be going, "Well, duh!" and it wasn't as though I didn't realize it before because I did -- I just hadn't really taken the time to really think about it before.) The suppression of ideas and actions has contributed to a long history of social injustices. For example, when I think back to the era of slavery and the illegality of educating slaves (and even free blacks) -- that was a form of censorship. I didn't think of it in those terms before -- I just kind of took it in terms of a demonstration of more ignorance by the oppressors. "The elite of the business community dominate the state according to their interests, while the “population observes quietly (Macedo in Chomsky, 1).” I could go on with more examples from the philosophies of Dewey and Freire here, but I know this blog is going to be way too long already so I'll leave those connections to be made to those interested in doing so.

Interestingly though, Macedo (in Chomsky, 3) also noted, “Far from creating independent thinkers, schools have always, throughout history, played an institutional role in system of control and coercion." And when you think about how a lot of this is done... it also comes down to censorship. Censorship in textbook selection, in what is taught, in what is allowed to be talked about, etc. (I think we also have a tendency to lose learning opportunities because of the overuse of "political correctness;" in a way, it can be a very strong form of censorship as well.) Thomas Sowell spoke out about censorship in education when he wrote, "But for anyone who is serious about wanting to see black youngsters get a better education, the story of what works and what doesn't work is more important than what is fashionable and not fashionable in the education establishment, or what is or is not considered politically correct among the intelligentsia, politicians, the education establishment or the media."

One of the questions from the presentation asked whether education can solve issues pertaining to socioeconomic status. While I think it can open the door to various opportunities, I think we also have to consider the self-determination of the student. Some people have a number of opportunities available through education but choose not to take advantage of it. I also don't think education within the schools can be the sole equalizer when there are so many inequities in our society. Instead, education will need to serve a greater role... a continuous education of all citizens that takes place everywhere. Most learning takes place outside of the classroom; we will need to engage in continual learning through our own questioning, openness, and motivation. Some people have been taught to question, but they make the decision to not do so -- oftentimes going back to what West was saying about people being too caught up in their lives anymore to really participate democratically. And, as I said in class, this extends far beyond just exercising your right to vote. As West also acknowledged, it's about activism and about speaking out about uncomfortable truths. Education can help to facilitate this, but it can't "solve" all the problems because education cannot control the free will of a person.

I think what bothers me most are the people who do not take a stand against anything. And, I don't mean in the terms of chaining yourself to a tree, etc. I just mean using your voice in whatever capacity to speak about a social injustice that you really question. Some people do it by wearing T-shirts, others by talking in class discussions (not just during one class for one semester in regards to an assignment though) and still others by posting blogs or talking with friends and strangers, etc... yet some do nothing. There are so many opportunities to make a difference. Yes, people often feel like one person can't make a difference, but what they fail to realize is that most often, they are not just one person... they are the voice of many; it just has to start somewhere. Maybe the schools are a good place for that though -- it does facilitate the possible meeting of like-minded people. "One of our challenges as educators is to discover what historically is possible in the sense of contributing toward the transformation of the world, giving rise to a world that is rounder, less angular, and more humane" (Macedo in Chomsky, 13).

Since, we asked a question in class about how to try to engage students in learning about and participating in democracy, I found some links that help provide a few suggestions on how to incorporate democratic ideals and values into educational activities and lessons that can be used in the classroom:

The Democracy Project -- Provides examples of lesson plans for K-3, 4-5, 6-8, and 9-12 grades

Representative Democracy -- I appreciated how this site tries to address some common concerns and myths about democracy (including the "where's my voice?" concerns); however I question some of the answers that were given (which is also why it's a good example/resource, I guess, since it does promote some critical thought.)

President for a Day -- A PBS site which helps to answer "How Does Government Affect Me?" and other democratic activities and information for grades 3-6 in language arts, social studies, and even MATH.



Finally, World Movement for Democracy is a good website to illustrate what is being done globally to promote democracy which pertains to the conclusion of the West chapter which talks about forging democratic identities abroad as well. Since we are a nation of so many cultures, I thought including information about what is going on with democracy in other cultures would be a good way to end the blog this week. :-D

Have a great weekend!

"When the government fears the people, you have liberty. When the people fear the government, you have tyranny." -- Thomas Jefferson

Entry #10 -- "Even these pictures are foreign to us..."

High School Students' Rights

I opened with this link because I thought it was a good supplement to the Reichman article. The article discusses the importance of establishing written guidelines to try to avoid censorship in the schools. This article supplements the reading because it provides an example of a written policy put into place to protect students from censorship. The language, as suggested by Reichman, is easy for students to understand, and it also informs students about possible courses of action if they feel they are being censored or their rights violated. This link provides an example of similar information on rights to distribute pamphlets, etc.: Information Distribution at High Schools. These examples are policies which can be used to help maintain intellectual freedom in educational settings because they inform the students of heir rights to material, however controversial, while also explaining some of the possible limitations that may be experienced.



This video relates to our readings in showing the importance of having a range of textbooks available for particular subjects -- especially textbooks that consider some of disadvantages experienced by students who are not of the culture primarily depicted in most standard textbooks. I included this video (the sound quality is poor so you'll have to probably turn your volume up all the way to hear it) because I thought it was interesting to hear the students discuss how traditional textbooks can be discriminatory in their material towards students from "under-resourced" or "under-privileged" backgrounds. "In effect, we learn that schools teach those who already know and fail those who need to be taught." I think the video made an interesting point when it showed how much better the students were able to understand the material in the textbooks about prisms after they were actually able to see one in real life. I think the point of this video is a good example of illustrating one of the dangers in textbook censorship that Ravitch discusses. This type of censorship fails to recognize the cultures and backgrounds of different students. Instead of including multiple perspectives, the type of censorship Ravitch discussed involved limiting perspectives and ideas and creating books that are very dull and often even more inaccurate in their information because so much is left out.

Ravitch explained that textbooks (below college level) are reviewed by “bias and sensitivity” panels that regularly remove words that “might offend someone.” Publishers, who want to avoid controversy and sell lots of books, “agree to everyone’s objections.” Publishers believe sales and profits are best realized by giving in to pressure groups and end up producing bland and homogeneous textbooks.

According to Ravitch, lists of words, pictures, etc. have been generated to avoid using in books and tests. She discusses implications, especially forms of censorship, involved when pressure groups have control over which textbooks are selected and even wording used on tests. For example, in some history and literature books, women are not shown in the kitchen or sewing, etc. because those kinds of pictures depict "traditional" gender roles -- even if this was a reality of the time period being presented. Ravitch wrote, “When you realize that your history books and your science books and your literature books are not the result of experts sitting down and making a wise decision, but of political pressure groups coming to the state textbook hearings, this is wrong.” What I find interesting about this approach or practice of banning/censoring the words, pictures, etc. in their entirety is that they fail to recognize how these banned items can, instead, be used as a teaching opportunity. Some of the slurs (racial, gender, whatever) can be used to teach people about social injustices or even as a means of addressing and talking about them, but so much is removed from textbooks now at the risk of offending someone. They'd rather just leave the material out all together than recognize that students can learn a lot more from discussing them than ignoring them. If they continue to add to these lists every word, etc. that might offend someone, what will students actually be able to learn? Just imagine how dry and boring those books will be to read...

By allowing censorship in the schools, we are removing learning opportunities. How can students learn about the Constitution and the Bill of Rights and how to be active in social and political change, if their learning materials and chances to act are censored? How can they learn to critically analyze and think about any situation when they are not exposed to multiple perspectives? These are skills that will help them make decisions throughout their lives, yet censorship stifles the learning of these skills. How can we teach students to avoid peer (or other forms of) pressure when schools have to bow to political pressure when it comes to censoring intellectual freedoms?

Entry # 9 -- "These questions that you're asking make me scared."

"Hope is abundant in the lens of privilege." (England, p. 36)

For a short time (about 6 months), I worked at an 18-bed residential treatment facility with children and adolescents who were described as having emotional and behavioral issues stemming mostly from abuse and neglect. At the time I was probably a bit naive in my reasons for my interest with this particular facility. I suppose I thought working with them might be my way of getting involved and trying to help inspire them... or at least empower them. After all, I had experienced situations somewhat similar to some of those experienced by the kids with whom I would be working. And since I had found a way to overcome a majority of those obstacles, to pursue a higher education, and to continue living my life on my own without placing myself in compromising situations which may have victimized me again, I had hoped that I might be a role model to a few of them as well. (Not that I planned to self-disclose my experiences, but oftentimes those who have been victims of various kinds of abuse can often sense an "understanding," so to speak, with others even when no words have been spoken. So I know, even though I was told the kids did not have the mental maturity to understand those situations, that they were intuitive enough to prove that a statement about their lack of perception was underestimated.)

While a majority of my responsibilities were dorm-related, I oftentimes helped in the school area also. The school consisted of 3 classrooms divided by age. Each class had a teacher and usually at least one, if not two, teacher's aides. The children each had IEPs and had held various (usually multiple) mental health diagnoses, such as bipolar disorder, oppositional defiant disorder, ADD/ADHD, etc. and were on various medications as a result. And, while behavioral issues did exist on dorm, I witnessed these to an even greater extent in the school and classrooms. I had witnessed a few experiences similar to the ones Kozol discussed, and I recognized quickly the the teachers did not seem prepared to teach to their students. Oftentimes, the classrooms were out of control, and the teachers seemed to try to reiterate "rules" like a broken record instead of trying to engage their students in their learning. Yes, some students had "attitude problems" -- at least that is what they were told time and time again. They were "spoiled, ungrateful brats."

This place was set up to be their "safe haven," but many of the actions I observed fell far short of that. Some of the verbal and physical interactions with the students could have been considered borderline (if not flat out) abuse. When I tried to explain this to my supervisor, I felt I may have been heard but had not been listened to, and I felt an overall sense of discouragement. I checked the handbook for guidance about what the next step should be but did not find anything. Even the lack of information in the handbook revealed the attitudes of the facility, not necessarily of the entire staff but of enough of the staff to where the others were ignored or did not seem to matter. However, still hopeful, I waited some time to see if anything would be addressed. However, after another day of watching a few of the children being pushed around by the staff and not being able to stop it, I spoke to the director of the facility about everything I had observed and handed in my resignation, refusing to be a part of the abuse from which they were supposedly taken away when removed from their homes. I still sometimes wonder whether I had made the right decision, but I thought by focusing more on my education, I might be able to help more children in the future.

Even after leaving the facility, I was concerned about what would happen to those kids... and the ones before and after them that I did not and would not meet. I was concerned about their resiliency and about what would become of them, knowing that most would continue to live in poverty and that most would never really learn how to read well or obtain knowledge that would help to empower them to improve their situations. Many of the children who left that facility in the past ended up in juvenile detention centers and in jail. Reading Kozol's chapter reminded me of all of this, of all those past feelings, but it also made me concerned for all of those other children. The reading made me think about those kids in terms of a more expansive, practically immeasurable number. I had only been exposed to 18 of those kids, yet, in reality, millions of them exist. The magnitude of all of the implications involved with this hit me so hard, as though I had observed it first-hand again... and I cried. I cried for all those children, for all their pain, for all the hopes that for the most part would not be realized. Yet, I still thought that maybe one day, I'd still be able to help, to somehow make a difference. And that thought of hope (and being able to have that hope still) reminded me again about how privileged I am because this time I was not crying for me or for my experiencing those things.

Moving on to England's passage about assessment, I still relate back to my experience at the treatment facility. One of the days I was working in the school was during scheduled state-mandated testing. Most of the kids could not complete the tests. Many often ran out of the school all together out of frustration. Most of them could barely read, yet alone understand, what they were being tested on, but most of them would be "passed on" anyway because I was told the students could not be failed anyway. The tests, of course, considered neither the learning disabilities of the students nor their mental diagnosis (especially the ADD/ADHD), and most of the kids told me they knew they were not going to pass the tests. The every-day antics and behavior problems in the classes were amplified on test days. On dorm, I helped some of these students with their homework, and I knew they understood the material because we had talked about it and they had explained the materials to me with success (and finished math homework correctly); yet they didn't pass these sections on the tests either. Obviously, these assessments were not modified (or even accommodated) for these students to perform the tests with any degree of validity. These assessments failed to provide even the "snapshot" of what the students knew or didn't know that England referred to in her book.

"Do not allow the will of students, or your own wills, to be damaged by a system in need of repair." (England, p. 50) With this quote as inspiration, I researched for solutions to the problems I described previously. As we discussed in class, considering the learning styles and interests of the students in lesson design is of paramount importance. And even though we had a few examples, most of us still seemed a bit stumped about alternatives to high-stakes assessments. This article provides some interesting information about high stakes assessments and alternative assessment models. The article also discusses these assessments in regards to social and political policies such as NCLB. Also, since the goal of alternative assessments is to try to provide more equality with assessments, this site lists some guidelines and suggestions to consider when designing alternative assessments.

Performance Assessment.org -- "Accountability: High Standards, Not High Stakes!" -- This organization provides information not only on performance assessment but also links to research and activism which includes information about legislation. One of the lawsuits discussed is the NY Performance Standards Consortium Lawsuit: "In detailed affidavits they [experts] have presented evidence that the Regents exams do not meet industry standards of validity and reliability." I concluded with this link because I appreciate the value in providing activism information, especially since I do still hope to do what I can to make a difference. :-D

Entry #8 -- How many choices are really needed?

During our conversation on school choice, the presenters this week had a quote from the NEA estimating that a total of approx. $268B is needed to "fix" public schools, to rebuild and modernize them. Then we discussed other options to public education such as charter schools and voucher programs which made me wonder whether these alternatives are actually better, more viable choices or whether they distract from the actual problems instead of "solving" them. As we have read and discussed in class, most of the alternatives such as charter schools, etc. are still heavily segregated. As Peter Orfield was quoted in Kozol (p. 225), "Nothing in the way of choice systems actually work favors class or racial integration. Choice has had desegregative impact in some cities only because there were strict guidelines in effect to make sure it would have this end result." Which goes back to what I've said about what is made a priority and what the attitudes of those in power are.

Yet, despite arguments against being allowed to choose schools, many are still willing to give it a shot. This Tuesday, Utah voters will decide whether to pass legislation in favor of voucher programs. Voting for School Choice -- This article lists some of the positives and negatives regarding the legislation. Some argue that the voucher programs will take money away from needy public schools, while others say that the schools may do better with less kids because the schools will be more manageable and because the schools will still receive part of the money that was spent when the students were in the school. (Yes, we can insert issues of social capital here -- about parents knowing how to research schools to make informed decisions, etc. I think adult education is a whole other area in desperate need of reform. Many of the adults were the kids who were lost in or let down by the system so this needs to be addressed as well.) However, what I think is most important about the Utah election though is not whether the legislation passes or fails but that legislation was attempted -- meaning that the population was given a chance to vote on an item that impacts their education and the education of their children. Citizens are being given the opportunity to have a direct impact on educational policy which, I think, is usually extremely rare in most cases.

I found another reform article that I thought had some good information regarding educational reform in Oakland. The article uses research and gathered data to find 10 things that were "learned" from Oakland's reform efforts. National Model or Temporary Opportunity? -- I thought it was interesting that one of the listed items contained a suggestion to decentralize the school districts which would basically take away the power of the elected school board and give more control to the schools and those who cared to be involved.

As we discussed in class, research is an extremely important part of educational reform -- however, with No Child Left Behind and other similar policies, I think public schools are limited in the choices they have so the main way to gather research about reform (for now) appears to be by continuing with the alternative programs/choices. Then, hopefully, once the limitations of NCLB, etc. are lifted, they can analyze what worked and what didn't and under what circumstances and then try to make those findings applicable to public schools under similar circumstances. The research and successes of charter schools such as KIPP can be tailored to individual public schools. (One of the questions/concerns I have about programs like KIPP though is how do they take into account the children whose parents aren't as actively involved in the education of their children -- those many students, especially in urban areas, who have parents who are alcoholics, drug addicts, etc.? Seems as though the children are penalized for something else that is beyond their control.) Again, I don't think a one-size-fits-all approach to educational reform is the key. Schools and students have different needs that need to be met which means different reform methods will be required to successfully and efficiently meet those needs.

In the meantime though, I go back to thinking about that $268B and about how much money is being put into these alternative forms of education, and I can't help but wonder if all the resources such as time, money, and parental accountability, etc. placed into these alternative programs were placed into the public school sectors, instead, would that not have provided a greater opportunity to benefit so many more schools and students?

Entry #7 -- There Can be Only One...

(Disclaimer: Video contains racial slurs and cursing. Although it makes light of the situation by using humor, this video is used only to supplement some of our discussions about not wanting to offend people/inadvertently offending people.)

"In surveys among young adults, 60% believe the federal government ought to make sure that public schools are integrated, while the same percentage of black respondents do not merely favor integrated education but believe that it is 'absolutely essential' that the population of a school be racially diverse." (Kozol, p. 233)

Originally, when I read this, I had an internal argument about the meaning behind this statement. After all, what good does it do to force integrated schools if they never truly integrate? Especially considering physical integration is much different from mental integration. How do we benefit from integration if we maintain our separate cliques? However, when we discussed this in class, I was reminded about what this means in terms of material resources and how the physical integration can benefit those who didn't have the material resources available. I appreciated this perspective being mentioned since I'd forgotten to think about it in those terms. But, other than that, how do students benefit from schools that are physically integrated but not mentally integrated? If we found a way to incorporate a mental integration, would that not benefit us more by providing more than just material resources and the other benefits one might think of? Would we not learn more in particular subjects with the inclusion of people from different backgrounds and cultures sharing their perspectives? Of course, I suppose physical integration can be seen as a step towards mental integration...

But, I can't help feeling that people use the benefit of material resources as an excuse to justify why the current integration status "works," as though they are satisfied that this sort of integration is the complete answer. Since they can think of a benefit, then it must be working, right? As opposed to thinking about how they can improve on this benefit so that other benefits can be brought out by simply adding or changing a few components. Why have we, as a society, allowed ourselves to become so accultured to being satisfied with any "victory," no matter how small? Truth be told, I'm not satisfied with this. I think more can be done, and I think it is reasonable to expect that more be done to better integrate our schools and that it is unacceptable to think we have succeeded just because we were "given" one minor "victory" when it comes to promoting equity in schools.

So, building off the suggestions England poses on pg. 9, I did more research on incorporating multicultural education into the schools. The articles I found expand on research by James Banks which identifies five dimensions of multicultural education: content integration, the knowledge construction process, prejudice reduction, an equity pedagogy, and an empowering school culture and social structure (Banks, 1995a). (One of his research articles can be found here.) The first article, Kentucky Education Reform: Towards the Practice of Multiculturalism in Teaching, provides information about the multicultural curriculum development in Kentucky; the link is to a summary of the article which also contains a link to the full article examining ways to better integrate the schools. I thought the figures given (especially on pps. 10-16) provided good examples of considerations in multiple contexts for a multicultural curriculum. Fig. 9 on pg. 15, for example illustrates some examples of how to avoid the "hidden curriculum" as we discussed with our Anyon readings. Parental involvement is addressed in Fig. 8, pg 14. One of the things I liked best about this reform was that it tried to focus on all areas of involvement -- parents, community, and school integration, and integration at all levels (not just in the classroom, but also in the lunchrooms and hallways, etc.)

I also found this article interesting because it addresses issues to be considered while emphasizing the importance of multicultural education and critical thinking by both teachers and students. I liked that the article listed suggestions and used both theory and practice as a framework to their suggestions. Sometimes, I think researchers forget about the practice part and focus too much on theory -- the practice part shows how the theory can be applied more successfully. (This is what I think was a big problem with NCLB implementation -- the program was not implemented using honest practice. They discussed how it was successful in Texas, but it was only "successful" on paper because of dishonesty -- schools changing answers to test scores, etc. This "beta" application was flawed, and the dishonesty continues to be a serious detriment to our educational system.)

(The really bad reference to Highlander in the title aside...) Looking at these articles I realize even more now that I will always be one of those people who will never accept that there is just one right answer when it comes to education reform -- especially when it encompasses and affects so many people. While both articles presented information I liked, I also saw some suggestions that could be improved on and thought that combining aspects of the two along with some other theories would be more beneficial than choosing one over another. This example helps to explain why I do not think one particular philosophy is the "cure" -- we need to better integrate philosophies just like we need to better integrate our schools. (Of course, this sort of linear thinking is deeply-rooted into our educational system as well, and is one of the aspects of current curricula that multicultural education hopes to address.)

"You think the only people who are people... Are the people who look and think like you... But if you walk the footsteps of a stranger... You'll learn things you never knew you never knew"("Colors of the Wind" by Vanessa Williams from Pocahontas)

"Free your mind... and the rest will follow... Be colorblind... Don't be so shallow..." ("Free Your Mind" by En Vogue)

Entry #6 -- Is it really worth all the stress?

Scene: Wake County Schools (North Carolina), one of the 20 largest districts in the U. S.

On the 3rd and final day of NCLB testing, one child starting crying during the test, and so I gently invited her to move to the rear of the classroom where she could sit by herself and have more space with fewer possible distractions. She progressively became more distraught, and refused to read or complete any further test items even though she was less than halfway finished.

Minutes later, the young student lay on the floor in a fetal position, sucking her thumb, crying while asking for her mom to come get her because "it (the test) was too hard."

What in the name of NCLB's inane standards are we doing to our children!! Where will this end!!!

I once heard a lecturer say that FEAR really is an acronym standing for False Education Appearing Real. Well, AMEN to that, my friends.

I sit here tonight weeping and paralyzed by grief. I never thought I would see this day. I really didn't.

I included this short story because I'm hoping you guys will reply with your reactions and thoughts....

The site I am using to analyze aspects of NCLB for improvement suggestions is listed here: No Child Left Behind. The site lists the main goals of NCLB as defined by the Bush Administration and is used to supplement to the England readings and the classroom discussion. Although, the site details all aspects of NCLB, I will focus primarily on the accountability and testing aspects that were mentioned in our readings and discussions.

The four main goals of the blueprint -- Increase Accountability for Student Performance, Focus on What Works, Reduce Bureaucracy and Increase Flexibility, and Empower Students -- are broken into 7 subsections: 1.) Improving the academic performance of disadvantaged students, 2.) Boosting teacher quality, 3.) Moving limited English proficient students to English fluency, 4.) Promoting informed parental choice and innovative programs, 5.) Encouraging safe schools for the 21st Century, 6.) Increasing funding for Impact Aid, 7.) Encouraging freedom and accountability

Although definitions and explanations for these are listed on the site, one only needs to read these focal points and subsections to realize that many of these have not been met and have not been implemented favorably. Looking at Subcategory #3, for example,ESL and bilingual education programs are oftentimes the first programs cut or reduced from the curricula while sports programs are constantly improved. (Obviously, capitalism plays into this b/c sports bring in money for the schools, etc., but it still shows that NCLB was not implemented fully or correctly.) Flaws and shortcomings of each subcategory can be listed, but I'm sure those reading this have already had a few come to mind so we'll move on from listing anymore of them but will mention that the Bush Administration has posted on its Educational Reform site a fair amount of praise for NCLB by listing information about successes. (Some of the articles will no doubt make a few of you laugh or scoff.)

Let's look at the fourth main goal of NCLB -- Empower Students: How do the current standardized testing and accountability aspects of NCLB reflect this goal? Primarily, in my opinion, they don't. England uses the MCAS exams as an example of this -- with the 6000 students who were not allowed to graduate even though they had completed all other requirements and showed application of the materials needed to pass the exam. As we discussed in class, some who could otherwise pass the exams or could demonstrate learned knowledge of the materials, may not do so because of the high amount of stress involved with resting a student's prospective educational and occupational careers primarily on a few major exams. (Hence, the discussion about some students experiencing PTSD afterwards. Some, as mentioned in the article "Study reveals stressed out 7-11 year-olds" are having pervasive anxiety issues as well.)

I know it is pretty long already, but now I have to list my suggestions/recommendations as we should be focusing on what to do now...

Surely, we can analyze both psychological and educational evidence and histories to find a combination of, or alternatives to, testing methods that might actually empower and encourage students and their learning instead of making them fear their education. As we've discussed in class, helping students create portfolios (and keeping copies of the materials at the schools which can transfer if a student changes schools) consisting of project summaries, non-"major" test scores, essays, etc. can be another way to assess whether (or what) a student is learning (as well as the progress and aptitude) which can be used instead of, or in addition to, standardized exams such as regents and SATs. Schools should be able to evaluate these throughout the year and use common (consistent among all states) rubrics to standardize progress assessments. Also, if the federal government continues to want to be so "highly" involved in the educational process, they can set up another agency/department that consists of education professionals from all states to evaluate and review the assessments the schools make -- and audit the actual portfolios themselves, if needed.

I also think we should evaluate whether progressing students by grades is still helpful for today's students. For example, perhaps they could progress levels by subject instead of by overall grades. Schools can still be divided by age so that 15 yr old students who might be behind in math aren't placed in the same class as 7 year students. Progressing levels by each subject might help with the grade inflation and with lowering standards to pass students just to keep them with their class mates since each class could potentially consist of a various members of different students within a range of ages. Level progression may also help teachers to better tailor lessons towards the students' different learning styles and abilities. Obviously a suggestion like this still requires more research and debate, but it is a suggestion that might be possible with better planning for design and implementation. Standardized testing for each student, should then be done by individual subject level based on the standards set for each. Level progression can still be based on a full year or semester but should also be flexible to assist those who may learn materials more quickly.

Yes, this will mean that some students may progress levels in the middle of a semester, but it is possible to design a curricula according to this flexibility. (Some subjects may be taught on an independent study basis while still having a teacher in the room that can be there for guidance and to answer questions. Students should also be encouraged to work with peers to help learn from each other before asking a teacher, though.) The education/learning is then tailored towards an a student's strengths and learning style and helps to remove students' perceived limitations about how far they can advance in a year which might encourage them to be more proactive in doing their homework, etc.

I also wanted to give you guys a link to an article I found detailing how much money is going into the testing industry and which companies are the primary beneficiaries: Are children really the people who benefit from standardized testing?

Story location: http://susanohanian.org/outrage_fetch.php?id=465

Entry #5 -- Are you wooed by WOO?

This week's blog is a bit difficult for me. I'm swimming in a sea of thoughts and emotions, but my head is a bit more under-water than over this time as I try to find my way back to the shore.

"There is real emotion in their voices as they vie for the privilege of being singled out... each of them is on a relentless quest to be special. There is a deep-seated importance in recognition." (England, p.68)

I think about the expansiveness of this quote. In our readings, this refers to the seventh-grade children being observed and their eagerness to be selected to do various classroom jobs. In our discussions, I expand this to each of us, eager to find our own accomplishments while also wanting to be noticed (somehow) in the process, whether by our parents, our teachers, our coworkers, or our peers. We want to speak out, but we don't want to get stoned for doing so. We want to express our opinions, but we don't want to offend anyone. We know we have a "physical" voice, but we are rarely encouraged to use it -- in fact, some of us were even discouraged by being told to shut up or by being ignored.

And what about those who finally find their courage to speak up, especially in class? How do we respond to that person? Do we try to encourage further participation by acknowledging the courage it took for them to say what they think (even if some disagree with what was said) and responding with a comment of our own, or do we discourage them by staring at them blankly and in silence or by rolling our eyes? Perhaps we should all just sit in silence... class time will really fly by then. How awkward is it for presenters to ask questions and only get silence in return? I admire those who speak their opinions -- at least I know they're capable of thinking for themselves, at least enough to voice them as their opinions even though they may have been formed externally. Thank you to those who contribute; you truly make the class more enjoyable for me.

I sometimes feel bad for not having time to comment on everyone's blogs. Cheryl's comment in class about no one responding to her blog last week made me think about that even more -- people are taking the time to reach out to us with their entries... to finally share with us how they think. I try to check as many as I can, but I am limited with my time because of my classes and my work -- which is why you get a lot of late-night ramblings in my blogs; it's really the only time I have to dedicate to my school work. Not only do I appreciate the blogs from those with whom I agree, but also I value those who present another perception -- it provides me an opportunity to think of things in a different way or to see things from another perspective that maybe I haven't considered.

As has been a recurring comment in class... don't stifle yourself and don't feel like you have to apologize for telling us your background -- either in class or in your blogs. Maybe you feel a bit like people don't really care, and some may not, but there are those of us who look forward to hearing and reading what you have to say -- even if we don't always have time to comment.

-------

Back to our readings, I was interested in learning more about the World of Opportunity (WOO) School located in Birmingham, Alabama so I wanted to find some more information about it and thought I'd share a few links with you guys about it also. "The WOO is a social justice and civil rights experiment which works at teaching the whole person. This means addressing hunger, homelessness, and domestic violence as well as academic needs." (England, p.85) The first link is from susanohanian.org and provides an overview of the school but also has other interesting information relating to politics and education such as a "$71.40 plan to Stop NCLB." The second link is the World of Opportunity organization website which gives more detailed information about the school organization including news about students and projects. As I (and a few other classmates) have said in class, a good way to address issues in education is to address issues in the home and in the society; this organization attempts to address some of those issues. Do you think this organization provides a stepping stone in leveling the playing field for "pushed out students" and non-traditional students who have already been affected by the inequality and unfairness in the educational system?

So I was going to try to keep this entry shorter, but it doesn't seem like I did a good job with that. Guess I tried to address too many of my thoughts/issues again. Next week I'll try harder to choose just one...

Entry #4 -- "Everybody Knows"

In my blog last week, I used the debate to supplement the Kozol readings since the answers of the candidates pertained to available resources. This week, I will supplement the Anyon readings focusing on the "hidden curriculum" of education in relation to social classes.

"Store facts in your head like cold storage -- until you need it later for a test..."
(Anyon, 79)

Obviously when reading the passages, I, like many others, thought back to our elementary and secondary education to try to figure out where we "fit in." I had a teacher who said that the job of the teachers at that school was to prepare us to take the standardized tests: "You will learn how to think in college." This statement is why, at the time, I thought all public schools operated under the same principles. The aim of public education (or so I thought at the time) was to give you a basic ("boring") education of reading, writing, grammar, mathematics, and social studies while also having you write and memorize facts that the teacher put up on the board or read in class which you would later regurgitate for tests and college assessment exams like the SATs and ACTs. The "advanced education" ("interesting" learning) would be done in college -- where you would learn how to think, how to analyze, how to critically discuss topics; and you would do this with active participation with others who were equally as active and interested in wanting to learn more. College is where we would be more proactive in what we able to learn. (At least for those of us who might be able to make it to college. Other students were encouraged to take the vocational technology route where they attended school for half a day and then the vo-tech for half a day. Still, others were encouraged to get their GED because they would end up "barefoot and pregnant by 16.") I remember in high school (not the 5th grade), though, being asked a few "critical analysis" questions in the A.P. English course, but they were not based on what we thought, rather they were what we thought the author was thinking or what the author's purpose was, and to best answer these types of questions, we were instructed to quote a few lines from the readings and supplement them basically with paraphrases from the explanations in the text following the reading. Our research papers also consisted of paraphrasing and presenting information -- we were not to include our analysis because "first-person opinions should not be presented in research papers." The mechanical note-taking process existed throughout a majority of my educational process -- even in high school.

Given that a majority of students come from similar middle- and working-class school structures (in Anyon's 1980 article, these two classes accounted for 77.5% of the population), I find it interesting, then, that a lot of colleges jump immediately to expanding on ideas and habits taught more at the affluent professional and executive elite schools with seemingly no recognition that for most of us, we're not accustomed to that type of education. Some instructors have berated students for not participating more actively in discussions usually contributing it to a lack of being prepared for the material presented (which is, of course, true in some cases) instead of hesitating, at least for a moment, to consider that maybe we're not used to being able to speak up in class -- unlike in our current class, where it's been brought to our attention on more than one occasion that we're allowed to talk, etc. (and that we don't have to raise our hands and be given permission to do so). Over 13 years of being told to keep quiet and to not ask questions because the completed process will have answered any relevant questions develops quite a hard habit to break, especially in the beginning of the semester. Oftentimes, we're expected to draw qualitative connections to other things we have learned which can be difficult when a majority of what we learned was how to write down facts from given lectures. While in general theory, these are excellent approaches to developing an expansion of knowledge and perceptions, some accommodations recognizing the limitations of the public school system should be made -- even if just early in the semester -- to encourage more active exploration of the studies. Even a majority of community colleges teach at a middle-class type level so transfer students into their third and fourth years may no doubt experience some apprehension in adjusting to the new "rules" of being allowed to voice their own opinion without fear of being told their opinion is incorrect -- provided they can sufficiently defend their opinion, of course.


While reading the rest of the passage, I was reminded of a (really) old song my dad used to sing occasionally called "Everybody Knows" by Leonard Cohen. The lyrics I thought about are listed below, but I'm also including a video of the song for those who may want to hear it.


Everybody knows that the dice are loaded
Everybody rolls with their fingers crossed
Everybody knows the war is over
Everybody knows the good guy's lost
Everybody knows the fight is fixed
The poor stay poor, the rich get rich
That’s how it goes
Everybody knows
Everybody knows that the boat is leaking
Everybody knows that the captain lied
Everybody got this broken feeling
Like their father or their dog just died

(I didn't say I thought it was a good song; it's a bit haunting, but it's one, of many songs, that I remember my dad singing along to when he heard it and came to mind when I was thinking about the article.)

Also, while reading the descriptions of the working and middle class curricula, I thought back to another passage I read called "The Banking Model of Education" by Paulo Freire in which he states the formal education system is too much like a "banking model" in which the teacher deposits information into the minds of the students and should instead take a more active approach which engages the individual in the learning process, similar to the curricula at the affluent and elite schools. (For those not familiar with the Freire's "Banking Model," you can read about it here: Freire's Banking Model Explained. Even John Dewey held a strong belief that individuals need to be engaged in their learning in order for education to be successful. (Although, I agree with aspects of these philosophies, I think for today's society, a combination of philosophies might be a better approach than adapting or following one particular school of reform.) To summarize though, the banking model values a more authoritarian approach to education (similar to the regime explained in Kozol and in Anyon's description of the working and middle class curricula) whereas an active, humanitarian model emphasizes the partnership of the teacher and students and values communication -- more found in the affluent and elite schools.

I've often said that "I'm not that creative of a person." After reading about the affluent school curriculum, I wonder if perhaps I do have a creative side that maybe wasn't tapped into or developed... And, in general, I think a strong focus on learning the English language in its entirety (not just punctuation or basic grammar) is of paramount importance, especially in written and oral communications and wish I would have had more opportunity with practicing my grammar in preparation for written and oral communications. The elite schools obviously understand how important this is to the perception of how intelligent a person seems and how others relate to that person as a result. It is not necessarily a measure of a person's intelligence but it is a contributor in how others perceive one's status in society (and in how educated you are) which can be very important in a number of situations and especially when interviewing for jobs.

[It was interesting (but not surprising) that the parents' contribution to the students' education weren't mentioned at all until the descriptions of the affluent and elite structures -- reminded me of our previous classroom discussion about the inequality of parents as educational resources as well.]

For those who came from schools with curricula similar to the affluent and elite schools, did you read anything about the other types that perhaps you might have appreciated but didn't get? What are some of the things lacking in your education that you didn't realize until after you came to college -- or maybe until after taking this course? Do you think sometimes you take college (or took your elementary/secondary education) for granted?

For those from schools similar to the middle and working class curricula, did you find it difficult to transition to college? What strengths did you develop throughout your education that you might not have obtained at a school structured to a different social class? I wonder if we were better prepared to overcome certain obstacles or if maybe we have a different level of determination and motivation for completing college. I think for some in the other two classes, perhaps college is more expected; whereas for me and maybe some of you, it's more of a privilege?

Entry #3 -- Debate on Education Solutions

Click here for Democratic Education Debate video

Some of this may not make sense if you haven't seen the videos, so if you get lost, just click the link, select the candidate, and then click education to watch that portion of the debate. :-D (This blog focuses on the Democratic candidates b/c that's the only education debate I found so far; I haven't found a Republican education debate to comment on yet -- maybe I'll find one for the next blog.)

First of all, though... wow... a lot of the candidates seemed to just be regurgitating ideas from our Kozol text. Did anyone else notice that? Or maybe those ideas are popular complaints and a few candidates are actually listening... hahaha yeah maybe

I look forward to your feedback/opinions on these b/c these debates are always a matter of interpretation so I may need some different perspectives. Anyway a few of my thoughts on particular points of each candidate:


1.) Biden -- Major focus was on a College Access Program

The program will implement a $3000 Tax Credit -- If I understand this correctly, it's a yet another tax CREDIT, so who is this really going to help? It's not going to benefit those who are in poverty because they don't make enough money to put themselves over the taxable limit which would allow them to claim this credit -- It sounds similar to the hope and lifetime learning credits being offered now, if you don't make over a certain amount, it won't matter if you claim it because it's not adjusting your income since you're below the taxable level already. It may help some middle-class people but primarily it's giving the upper-class yet another tax credit. (Yes, he did mention increasing the pell grant amount, but $4500/year still doesn't make that much of a dent if colleges average $15,000/semester [$30K/yr] for tuition, board, books, etc. The current pell grant amount is $4,050, meaning an increase of only $450, but the people who earn enough to claim the credit can get $3000 off their adjustable gross income -- and he didn't state whether this was in addition to the other learning credits.) Thinking about this program irritates me... College Access for whom? Those who could already afford it? Sounds like he thought this through REALLY well, doesn't it?

He believes in early education programs such as Pre-Head Start and Head-Start as well as competent pre-school programs and starting kids at age 3 instead of age 6 but doesn't mention a universal pre-K program and doesn't talk about how these programs should be funded or if he even thinks funding should be changed.

No Child Left Behind (NCLB) -- He thought it would have been good if funded and implemented correctly, but says it now needs overall improvement. Agrees with having standards but says not to "teach to the test" and says to measure progress against a standard to consider progress made but doesn't mention how he thinks this should be done other than by saying start earlier, smaller classes, "better" teachers, and college.

My thoughts: I got the impression that education wasn't a priority to him and his campaign. Hard to pick out a few pro points in this one other than the smaller classes, etc. but no description was given on how to provide for those features. :o\ After viewing the clip, do you guys agree or disagree? Maybe I missed something...


2.) Clinton -- "Education is an Afterthought"

Education Agenda: Universal PreK, Changing NCLB, Affordable college and training/apprenticeship for non-college bound kids, looking at role of family and society

Is education working in the 21st century? "Other than computers, everything looks the same..." She thinks children need to be better prepared for education in the 21st century. When talking about how to do this, she said each person has opinions but didn't really provide one of her own. "Everyone's an expert because we went to school." Her only comment on it: "The public school system worked so well for us for so long." (WHAT?!?!?!) Sounds like she needs to do a bit more research...

She was asked a question by Kozol about testing created by NCLB producing robotic test-prep factories to which her response was that she believes in accountability and a place for testing but then says children are not walking tests and called for assessments but under a broad, rich curricula. Again, no real answer was provided. I guess they should have called this presidential questions instead of presidential debate... Kind of seems like specifics on improving education are a bit of an afterthought to her as well.

My thoughts: At least she acknowledged funding for apprenticeship and other training programs besides college. (but again didn't provide details on how to make them "affordable")


3.) Dodd -- Perspective regarding parent/teacher dynamic

He said education improves individual opportunities but that our government also depends on well-educated society. 'Education starts with parents.' He said children are not ready to learn in our country today. Sure he agrees with having Pre-K and Head Start programs, but the first educators are parents. I did agree with his point that not enough is being done to assist and support the parents. More needs to be done to allow people to try to be more active in the education of their children. (I know this was a debated topic in class which is why I thought it was interesting that Dodd mentioned it as well.)

Free college program -- He proposed a free community college education in which the federal and state governments would each pay 50% of the tuition for the students. He also proposed an expansion of pell grant and work study programs, incentives for americorps/peacecorps, indexing college tuition to keep tuition from increasing so much, and proposed a sliding scale for payback of loans for careers that don't pay as much. The sliding scale is an interesting concept -- but of course it depends on the implementation.

My thoughts: I liked some of what he said about providing more support to families but again lack of details about how -- it's one thing to say it, it's another to actually plan it. Some of the education incentives seemed like he gave them some thought -- but since his college program is based on community college, I think he should add vo-tech/BOCES, apprenticeship, etc. type programs to this as well.


4.) Edwards -- Another one who didn't answer the question posed to him

A mother's perspective -- A college-educated mother who has been laid off and not able to find employment asked how these situations encourage children to attend college?

His response: College-for-Everyone Program -- For those who are qualified to go to college and agree to work 10 hrs/wk -- covers undergraduate tuition and books at a public university (which cuts down on debt for college students)

He states people need to rethink education -- think of it as a "Birth to Death Experience" by starting children much earlier (than 3-4 yrs) and much more intensely. Provide better health care and nutrition support for those who need it. Raise teacher pay (and bonus pay for those working with at-risk), change NCLB. Supports a national infrastructure (instead of the current non-standardized one) for continuous education in the workforce.

My thoughts: Seemed more optimistic about education reform/improvement in terms of feasibility. I like the "Birth to Death" experience in theory, but I don't necessarily agree with forcing a formal education on infants and toddlers -- they need time to develop their creative thinking and to explore their new worlds. It bothered me that he didn't even acknowledge the question that was asked of him though. Good thoughts on health care and raising teacher pay as
well as continuous education -- but, again, how to implement and find funding for this?


5.) Gravel -- Are we failing our children?

Answer: How could we not, when our focus is on military development. Education needs to be first priority. A lot of focus on "Compete and Succeed"-- to include a year-round school system, competition in education, "super" teachers, and not just throwing money at it "since money goes primarily to administrators not children." He proposes a property tax to fund schools and says poor communities have poor education because they don't have property tax? (Ranting in my head about this one) -- Isn't property tax based on the value of the property? How is that really going to help the "poor communities" in getting a "rich" education? This proposal REALLY irritates me for some reason -- it just seems asinine to the primary funding of the education based on a property tax. It just seems detrimental to inner-city and rural areas on a number of levels. Increasing the tax on farmers who are already just barely getting by, causing them to sell what land they have left and discouraging those in inner-cities from buying properties because they will have to pay a higher tax on it. Surely we can come up with better ideas to fund education than by increasing a tax that will hinder those already being hurt by the system?!? Another point he made: Other countries educate children at no cost but US can't match that? (Is he wanting to use these property taxes to fund a free college program for everyone as well?)

My thoughts: Empowering American people to make laws (but how?); education is not top priority (and it shows) and needs to be. Maybe I misunderstand this property tax thing -- perhaps someone can explain to me how it will benefit the communities who need the most help?

6.) Kucinich -- Universal Pre-K and Improving Early Education

Basically, he calls for the end of NCLB saying testing isn't the end all and be all of education. He recognizes that many students have started out behind and proposes a stronger early education program to include universal PreK. Also believes the country needs to focus more on education -- to make it the top domestic priority and stresses the importance of developing a love of knowledge. Proposed funding to include a 15% cut in pentagon budget to fund universal pre-k and increase funding to elementary and secondary education. He also mentioned a universal college plan but didn't really provide details on it.

My thoughts: Believes in making education a primary focus by attempting to improve it at all levels, from universal pre-k to universal college. Would like more details on implementation and funding since more funding will be needed than just the 15% from pentagon budget. How to address the resources issue that we discussed in class? Sounds like a good general idea but needs more development and specifics.

7.) Obama -- A lot of ideas, a little bit of substance

He was asked to assess the American education system? How well is it doing from K-high school?

He said it is doing very well for some, but not very well for all. States NCLB is false advertising,. Believes a sense of urgency about improving education system needs to be restored to remain competitive in new global economy. Says there are challenges and opportunities in having to recruit a new generation of teachers (since baby boomer generation will be retiring) but doesn't mention what they are. Believes the most important ingredient in the education system is the quality of the teacher in front of classroom -- so they should have more pay, more professional development, and to work with them (instead of against them) to improve standards. Believes in providing bonuses for math and science teachers and bonuses for teachers in "tough" settings (inner city and rural schools) and wants to improve early childhood education (said over half the work force is going to be black and brown -- so need to step up education for these children).

How to make competitive on world scene? Invest more in early childhood education, for those at-risk, start as soon as they're born and support parents. Improve math and science instruction -- find innovative ways to make it interesting.

My thoughts: Seems to recognize some of the issues in education but provides no real feasible solutions on how to begin to tackle them -- unfortunately, a lot of ideas without much substance. He's like the advice columnist who tells you what needs to be done w/out suggesting how to go about doing it or whether it's actually possible considering the current situation.


8.) Richardson -- 15 yr Competition Goal

Feels the high school curricula is not competitive. Wants to emphasize arts, etc. and not just science and math (in contrast to Obama's view). Scrap NCLB. Proposes a minimum wage ($40,000) for teachers, revise high school curricula, start children earlier with pre-school (early childhood for children under 4), full-day Kindergarten, no one-size-fits-all-testing, and to help schools not performing well instead of hurting them by removing funding. 15 yr goal to make America #1 in science and math to increase global competition. Focused on legal immigration to help people remove red-tape to permit skilled workers (such as engineers) into our work force.

My thoughts: If the goal is to produce quality math and science engineers to be competitive, how will they find jobs in the States if visa and immigration laws become more lax? He seems to contradict himself with that thought -- students will not get the training they need if the jobs are not available, and why would they be encouraged to enter those fields if there isn't as high of a demand for jobs in those industries? Most will look at jobs outside of the States so the investment in funding their college won't be returned since they won't be working in our country. Also, a lot of engineering and science jobs are also being moved to other countries like Mexico and India, causing a shortage of those jobs here.

Overall thoughts -- For those proposing free college or loan assistance (sliding-scale) plans, I'd be interested to see how that would affect those already paying for college and those already repaying student loans. I also think they should give more thought to non-traditional students and how to make college/training programs more accessible to them to encourage our current generation to improve their situations with training/education of some sort. Also, what will replace NCLB since most proposed to end it? Should we try to develop national standards and assessments, and, if so, how do we determine what they should be? Some candidates stressed a need for more math and science, others for arts and broader curricula. I wasn't really completely satisfied with the funding proposals either -- I still think more research is needed, and trial programs should be implemented on smaller levels before adopting another national program like NCLB.

Another problem I have is this focus on ONE problem. Some did briefly acknowledge a few other things, but the education system is a problem with education alone. There are other social factors to consider -- health care, poverty, unemployment, etc. We can't just look at education as the end-all solution for all of the social problems. Also, again, I question the responsibility of the various levels of our society -- government, communities, and individuals and their roles and responsibilities that they have to work with each other as well. I also don't agree with a major focus on just science and mathematics. I think we are doing an injustice to our society by not also focusing on moral development to include empathy and cultural competency. Also, we our doing an injustice to our children by not allowing them the opportunity to partake in art, theatre, music, and sports programs. We need to shift our attitudes on having to be the dominant world power in everything. There is danger in power free from moral and ethical standards. Some candidates make it sound like a competition that must be successful at any cost.

As briefly mentioned in class, I think cultural competency should be emphasized more in the public school systems. Make it a requirement for students to learn about different cultures. We allow them to choose which foreign language they study; we could do something similar by providing some courses on different cultures for them to choose. For communities with more limited funding, then provide courses relevant to the diversity in that community or at least on a few of the more prevalent cultures such as African and Hispanic cultures and maybe Native American culture. For communities that can afford it, add to it to allow Asian, Russian, and other cultures. And for schools that still can't afford something like that -- maybe they can at least offer one class that focuses on a different culture each week. Yes, it's still a matter of resources, but at least it's one step that can be taken to help others become more aware of different cultures before (if) they go to college. When it comes to trying to change the attitudes as a society, we have to start somewhere -- no matter how small. I know there are other ways to do this, and I hope you all will provide some of your own suggestions.

I think we can also research other countries and their integration programs. As I mentioned before, I have a friend from the West Indies who said he didn't even know color was a factor in resources (employment, etc.) until he moved here after college. Looking into the programs of other countries may offer insight on how to change policies on a federal level to try to redistribute things a bit more. (Although, the big problem exists in shifting the view point of those in power... or shifting the power to those with a broader view point. Maybe schools should focus more on our political system as well -- to fully educate citizens in policy formation and how to change policies and lobby, etc. I think this might actually be a good classroom discussion for our one of our class sessions -- maybe it will help us to brainstorm or be more familiar with more possible resolutions or ways to make changes?)

ok....I think I'm feeling a bit critical today or something. Which candidates do you think made some valid points? Which ones do you think were blowing smoke out their butts?

Entry #2 -- Virtual Integration: "Any Time, Any Place, Any Path, Any Pace"

Article Link: Virtual Schooling K-12: Is this a Way to Integrate Students?

Opening Abstract from the Article: "As a seventh-grader, Kelsey-Anne Hizer was getting mostly D's and F's and felt the teachers at her Ocala middle school were not giving her the help she needed. But after switching to a virtual school for eighth grade, Kelsey-Anne is receiving more individual attention and making A's and B's. She's also enthusiastic about learning, even though she has never been in the same room as her teachers."

As the popularity of virtual, or online, college education increases, some believe an online K-12 education is feasible as well. Online schools boast an increase in educational opportunities and an enhanced learning experience for K-12 grades, emphasizing collegial expertise. Obviously, we can spend quite a bit of time discussing the pros and cons of such educational experiences, but I am choosing to question a few of the pros and cons regarding one aspect in particular as it pertains to a class discussion regarding segregated schools. With the prevalence of violence in public schools, the increasing lack of proper resources and accommodations, and the overall sense of dismay about public education (to name a few of the current issues), will a virtual school provide opportunity for a more truly "integrated" classroom experience that will better prepare students to contribute to the society in which they live?

On one hand, we can argue that online schools may be a better way to integrate students because a greater sense on anonymity exists online than in the classroom which may provide some students with more confidence to take part in online class discussions. Even in our class, some students said they favored the use of blogs because it provided such an opportunity. Some programs are designed with a "work at your own pace" type of curriculum, allowing students with disabilities or learning difficulties to take more time to work on and understand the subject matter with increased "personal" attention while also allowing others to complete the material at a faster speed, avoiding the boredom that occurs in a traditional classroom. Additionally, supporters of online education state that curriculum for those in schools with limited resources is increased because students now have access to virtual classrooms of many subjects not available at their schools. The online courses also serve the technological interests of the current society, and will, therefore, give students a better understanding of computers than may have been gained otherwise. Some may also go so far as to say that socio-political or socio-economical traits such as class, race, religion, and such do not exist online.

On the other hand, however, we must look at whether the implementation of these ideals are successful in eliminating some of these issues. The article and some of the supporting information does not address how underserved populations get access to these schools -- and even the computers and online access which are no doubt a necessity for the school work. Some virtual schools, like the Florida Virtual School listed in the article, do provide "grants for online learning opportunities, with an emphasis on underserved populations," but the challenge regarding available resources is still unanswered until more information is provided about the amount and length of the grants. How are other resources such as text books provided? Are they available online free of charge? Can they be mailed to the students for use during the class and then later returned? Again, in terms of computers and online access, yes, some have access to these through public libraries and such, but then what about the related transportation issues this causes? Also, albeit a lot of social communications are taking place online, students can still greatly benefit from in-person social functions. How else are they going to learn how to interact and network with others in a more formal setting. Virtual schools, then, may become a dependent source of communications, in turn isolating some from society instead of teaching them to be an integral part of it. Yes, as stated above, some students may be more likely to interact with others online, but we do have a responsibility to help them interact with others in an offline world as well. Resource allocation in every regard still continues to pose a challenge to education -- even in the online realm.

Perhaps instead of looking at virtual school as an either/or situation, we can find a way to better incorporate distance and virtual learning opportunities into our communities. Maybe the courses can be taught and completed online (maybe via computer centers at schools and libraries), but schools can still exist to provide the social responsibility to our students in terms of arts, music, sports, and other extra-curricular activities. Also, perhaps this could be a way to offset certain budget limitations which might allow for greater access to vocational programs and other programs to enhance "life skills" such as finance/budgeting, home economics, and such. Obviously more research is needed to find a way to better incorporate this idea of a combination approach because I have only begun thinking about some of the different possibilities and obstacles and politics involved and know there are several more issues which need to be addressed in areas such as staffing, curriculum development, and funding.

I am curious about what others think about this topic -- especially when considering your own personal experiences. Do you think online courses could be a better way to integrate children in their schools and societies? What experiences have you had in this area -- were they only while in college or did some of your high schools provide experiences for additional communications in the form of online blogs, etc.? Finally, do you think that race, class, and other similar issues would be as big of a problem in virtual settings as they are in public schools?

Entry #1 -- Hardscrabble Childhood

This blog entry focuses on some thoughts I had as a reaction to the Hardscrabble Childhood movie/video.

I think people have become so accustomed to focusing solely on the negative aspects of our society that as we get older, this focus overflows into our everyday thinking -- almost as though we have lost any hope we held for the good of humanity in general. The question was posed "Which kid, if any, might have a chance of making it?" I understood the use of "might" in the question to emphasize the possibility of hope while acknowledging the limitations/challenges that would be presented. When I voiced my opinion about hope for one of the children, I was met with a conflicting view originally focusing only on the obstacles (without acknowledging that they could be overcome) which seemed to present a sort of pessimistic/hopeless tone to the view that we, as adults, can usually view with objectivity, but it made me wonder how children (who have not yet developed a comfortable sense of self or self-esteem) maintain any sense of resiliency or hope when constantly faced with so many negative attitudes in their daily lives. In general, people have become quick to tell people why some thing can't be done instead of helping them to find ways to make doing it possible. I think some people forget the differences in optimism, pessimism, and realism -- with, in my experiences, a majority mistaking pessimism for realism. I understand the importance of acknowledging limitations, but I do not think that all limitations should be automatically accepted either. What hope do we have in changing our social problems, if we focus entirely on the negative components, including the "improbabilities" of overcoming the obstacles involved? In an age where most are determined to make as much money as possible, why is it that so few are determined to make as much of a difference to social injustice as possible? Many of us avoid political issues, I think, because then it is easier for us to claim ignorance of those issues than to claim responsibility for being a part of changing or not changing them.

So what/who is responsible for attempting resolutions? When we look at social issues such as poverty or a struggling education system, who bears the responsibility of promoting progress and resolution? Should we place our faith in our federal government to resolve these issues, or the state or local governments? Or, should we, as a community, find ways to work through our differences to enhance the lives of our families/children as a whole instead of what impacts a family individually? I think the shift to the idea of an exclusively nuclear family has contributed to some of the current problems with poverty and education issues in the United States. We have been programmed to be independent, to rely solely on ourselves to solve our own problems and to look down on or isolate those who are unable to do the same. Many make fun of the poor, judging them and making assumptions as to why they are poor -- when several of those are perhaps one job-loss away from finding themselves in a similar situation. Some make excuses as to why the poor are undeserving of help. Perhaps if we focused less on independence and focused more on balancing interdependence with independence, we will be more open-minded to finding better resolutions for some of the existing social injustices. And why have we, as a society, become so content with being reactive instead of proactive? We want change yet expect others to be responsible for making changes. Why have we not learned to work together in a more proactive manner to promote changes instead of reacting to the changes that we allow a group of people (who are oftentimes biased and not representative of those affected by the changes) to make for us?

I think we need to work on all levels -- individually, within our communities, and within our governments -- to find better resolutions, instead of temporary reliefs, to our problems, so that maybe we're not in a perpetual cycle of battling the same social issues throughout our generations. (Please don't think I am being foolish enough to think that we can solve every problem this way -- or that this shift is free of problems in and of itself, but consideration of the problems being caused and escalated by this focus of total independence with no sufficient progress towards resolution should allow for research and analysis of alternative methods which may be able to provide better resolutions to some of the more prevailing issues within our economic and education systems.) When we stop expending so much energy on blaming and making excuses and start shifting that energy on working together to alleviate our complaints, then we will feel more empowered as individuals and as a nation to add more optimism (and less pessimism) to our realism and to promote the changes we feel would make a positive impact on the world we are creating for our future generations so that hopefully we can avoid passing down our learned helplessness and perpetual cycles of making the same mistakes over and over again. Maybe we'll once again start adding thoughts about why we can do something to the thoughts about why we can't... hopefully producing more well-rounded thoughts capable of viewing the different sides of the situations and creating more well-rounded solutions based on the research of both the "strengths" and "weaknesses" or "positives" and "negatives" of the problems.