Talking Points # 10 Johnson

In this article, Johnson argues that it is imperative for people to acknowledge the existence of social problems like racism and sexism, but in particular privilege and oppressive social systems. He believes that this is the first and most important step in the process. Additionally, he believes that it is also important for people to recognize the importance of small contributions to the solutions of these problems.

• "Privilege is a feature of social systems, not individuals. People have or don't have privilege depending on the system they're in and the social categories other people put them in."

I like this quote because I think it is one of the most significant themes of all of the readings we have done. The idea that the most harmful and lasting forms of discrimination are systematic rather than individual is important. Systematic racism affects children in our educational systems immensely, as I pointed out in my last blog. Johnson recognizes that in order to confront and eventually eliminate different types of discrimination, you need to identify it first.

• "No social system lasts forever, but this is especially true of oppressive systems of privilege"

When I read this statement I started to think about the comments that Allyson made on this article. I sort of understand where she is coming from in her critical analysis of certain aspects of the article. Johnson is making an optimistic point about oppressive systems having the tendency to change eventually. I agree with this comment, and I applaud his enthusiasm and optimism on the matter. But, when I think of oppressive systems of privilege I think about old money, I think about rich old white men and they way that the most powerful of such control our country. I think about the people who used to live in the mansions of Newport (where I live), and their slaves and eventually servants. I think about the amount of money that they had, and have and how that money gives them endless power in society. There has been a powerful class of wealthy white people that indirectly rule this country since the Industrial Revolution made it possible for them to. Today, many of the same families are still spending and abusing that old money to continue to indirectly rule this country. So in terms of that oppressive system, and actually most that I can think of, change hasnt been fast, or even existent.

• "The more you pay attention to privilege and oppression, the more you'll see opportunities to do something about them"

I agree with the statement that being more aware makes you more aware of ways of to help. The idea of 'what to do' is something I have given a tremendous amount of thought to. I think that this is an area that we can expand on immensely. How many people in this class would do something productive and helpful, would volunteer their time and effort, if they had an opportunity in front of them? I think most people would be willing and eager to help, they just dont know what to do. I had a teacher that constantly criticized his students for not 'acting', and for 'waiting for the world to change'. He was active, in his youth, in rallies, demonstrations, etc. Personally, I look for things to do and have participated, on some levels, in things I care about. I am a member of a couple of organizations, MOVEON.ORG, is basically a progressive Democratic leaning organization that was set up during the Bush administration to inform people on things that were going on and to help them move forward. I am also a member of the Sierra Club, which focuses on enviornmental issues, and WalmartWatch, which is a sort of interesting one that focuses on the harmful effects that Walmart has on society. I am also an active member of NORML (National Organization for the Reformation of Marijuana Laws), where I donate money and occasionally write standard letters that people use and mail out to various officials. I include these things in my blog because I am sure there are many people who are wondering what they can do, and while they may not agree with the causes that I support, I encourage them to become a member of any organization. It is very easy to do, and easy to learn about.

Talking Points # 8 Kliewer

In this article, Kliewer argues that down syndrome students should be treated as participating and active members of the school and community, rather than being treated as a burden. It is his hope to re conceptualize their roles and to develop better and more effective levels of communication.

• "Those who appear not to make use of these conditions (supposedly open to all), or who appear to lack the potential to accrue privileges, are systematically devalued as less than full citizens"

Kliewer is following up his piece about utilitarianism, which is a sort of belief system based on the idea that everyone's actions contribute to the overall benefit of a utility, or a society. He believes that this should protect each individual from external threat. He is saying that if this system was in place, or enforced, it would be unjust, or unfair to basically make down syndrome people second class citizens. By avoiding inclusion in classrooms, we are doing just that. We are degrading these students and creating a situation for them that is ultimately harmful. Kliewer uses democracy and community to describe his ideas on the way that disabled students are treated within schools.

• "Dewey believed schools must serve as the sites in which children develop both a sense of commitment to one another and a sense of self direction"

Kliewer is using Dewey's ideas to advocate for disabled students being included in regular classrooms. He is expressing the importance for children to learn and practice the skill of working with others and being committed to other students. This is important for peopel to be able to develop and be a part of society. Kliewer thinks that it is important for all children to seek 'community value' in each other. If disabled students are segregated, they are going to learn and practice a system of alienation.

• "School citizenship requires that students not be categorized and separated based on presumed defect. The phenomenon of categorization at the expense of individual value has been described as a 'disability spread'..."

He believes that doing this takes away from the individual and generalizes and stereotypes all peoples that are disabled. This has an effect on the disabled student, the teacher(s), and fellow students, who, without ever experiencing disabled students on an individual level, will naturally generalize them with the learned 'disability spread'. This follows up on his earlier ideas about making disabled students equal and participating citizens of the school community. This helps to acclimate the disabled student, which will eventually makes his entire learning experience better, but also to help fellow students to acknowledge and understand disabled students. Without learning about and getting to know disabled students as individuals, children will continue to believe stereotypes that are usally harmful.

I enjoyed this article, it was informative and included interesting characters. Kliewer has a nice balance between analysis and research, and story-telling. He presents realistic characters that are very likeable. He also includes some analysis of John Dewey, who has been imlemental to educational reform in the past. Dewey had some really awesome and groundbreaking ideas that should be considered when looking at problems of modern education like inclusion and tracking.

Talking Points #7 Lawrence

In this article, Lawrence evaluates the effectiveness of the landmark education case, Brown Vs. Board of Education. He asserts that the ideology of the court case, and what it was supposed to represent were positive, but that they were never truly acknowledged and acted out in the way that they were supposed to. He argues that the court never acknowledged the true segregation that existed, which made it impossible to actually remedy it. He stresses the difference between the way that the court defined segregation, as a method of separation, and what he believed to be the reality of segregation, as a institutionalized method of stigmatizing and subordinating people of color.

• "Segregation's only purpose is to stigmatize and subordinate"

This is one of Lawrence's main ideas in this article. He wants the reader to acknowledge the difference between simply separating people and systematically subordinating them. The latter is far more harmful. He argues that the only purpose of segregation was to create a permanent lower class of people, of one race. This class system labels black people as inferior simply because they are black. He argues, and I agree, that this is in complete violation of the fourteenth amendment to the constitution, which re-defined the definition of American citizens. Lawrence makes a good point when he discusses how white people didnt have a problem spending time with black people, so long as the blacks were their slaves. When slavery ended, white people decided they didnt want to spend time with blacks, as blacks were, in theory, equal to them.

• "black children are injured by the existence of a system of segregation, not merely by particular acts that result in teh segregation of schools"

This section of the article is very interesting. Basically, the courts decided that in order to acknowlesge and act to de-segregate a school, evidence must be presented to prove that the state authorities acted particularly to segregate. This means that unless it was proven that the state intentionally discriminated against blacks with a particular segregation, no action could be taken. What the courts did, in essence, is develop a loophole in the law that benefitted them. This is important because it is a method of discrimination that white lawmakers, and politicians have been using since the existence of America. They use their knowledge of the law to their benefit, and to discriminate against others. This still happens today, very often. This is an example of the powerful systematic apartheid that white people are expert at using. If you consider the college process of today, you will find signs of this system still in place. What is the path of an elementary school student in Greenwich, CT? He or she probably attends a prep school, followed by a private high school, followed by an Ive league, or other elite college. This student graduates their elite college and is almost gauranteed a high paying job and is thus streamlined into the upper class of America. This student will probably marry someone who took the same path as they did; they will produce children that will take the same path that they did, and continue their lineage. Rich and fortunate people are very good at staying that way. Now, rewind to the elementary student, he or she may not even be a bright student, he/she could be considered a slow student, or non-gifted, only for them it doesnt matter. They were born in success. Now, consider an elementary student in the inner-city of Chicago, or New York, or Boston, or Providence, or any city in the country. He/she (we will refer to this student as 'he' to make this easier) is incredibly bright, an advanced student, gifted at every level. He goes to an understaffed, underfunded public school, followed by a similar high school. During high school he works full time, because he has to. He gets good grades through out high school and participates in organized sports and school clubs. He gets the same score on the SATs as Ms.Greenwich Ct, only his college path is much different. He cant afford to go to college and is denied financial aid. He takes classes at a community college until he cant afford it anymore. He continues his job and it turns into a career. He works hard for the rest of his life without ever making a good salary. He never owns a home because he is denied a mortgage. He is in permanent credit card debt becasue his rates are shockingly high. He marries and has children that go to the same schoool he went to, and thus, continue his lineage. His path is much different becasue of his socio-economic status. He was and is more gifted than the student who now makes six figures and pays him to paint his/her house. It can be argued that if the second student attended elite schools, with elite facilities and elite teachers, his life path may have been different. Segregation is harmful because it creates second class citizens, and second class citizens are forced to live second class lives.

I liked this article quite a bit. It was well written and well organized. Lawrence distinguishes between the courts interpretation of segregation, and the realities of segregation. It is important to remember that although there has been alot of positive changes made to these systems, many of them still exist today. Hopefully my little rant in the last paragraph makes some sense and shows an example of racial apartheid and how it applies to education.

Miscellaneous Post- OBAMA VIDEO

Hey guys,
This is a you tube video showcasing other regions of the world that celebrated Obama's victory. It's a cool video; cool song too. The impact of him winning the election should be very positive for our country and the foreign relations disaster that George W. Bush and his cronies created. The leader of our country is one of the leaders of the World, and George Bush was one of the worst leaders in world history. Hopefully Obama will turn out to be one of the best.

Talking Points #6 Oakes

In this article, Oakes against ability grouping, or tracking in classrooms. She believes that this method is only effective in helping advanced students, but leaves behind the rest of students.

• "the nature of these differences suggests that students who are placed in high-ability groups have access to far richer schooling experiences than other students?

This quote basically sums up her belief in advanced students receiving a greater benefit from tracking than other students. This is essentially the main argument against tracking in the classroom. In a classroom that isnt grouped according to ability, it is believed that students will work together, outside of their ability groups and help each other. It is the hope of a teacher that advanced students will lend a hand to other students. That being said, it is also argued that this system isnt fair to advanced students, whose abilities may 'level out', as a result of not being challenged enough.

• "In low-ability classes, for example, teachers seem to be less encouraging and more punitive, placing more emphasis on discipline and behavior and less on academic learning"

This is one of the main arguments against tracking, but also one that I struggle with. My understanding of this statement is that low-ability students have a tendency to require more attention in terms of discipline and behavior. This extra attention is needed as a result of their behavior and conduct. Or, is this extra attention needed as a result of the enviornment that these students are in? In other words, by putting all of the low-ability children together in one classroom, you are encouraging bad behavior, and providing a classroom enviornment that is condusive to bad behavior. I believe that this is at the heart of this debate. Those who argue for tracking, on the behalf of advanced students, are frustrated with advanced children sitting through a class that is dedicated to behavior and discipline, and rightfully so.

This article was short and easy to read with very basic concepts. Tracking is an issue that I have though alot about and cant seem to settle on an opinion. I was an advanced student in elementary adn middle school and was never challenged. I feel as though I recived only a small part of what I could have from my education. I am a firm believed in parent's role in this entire equation. Many children are poorly behaved as a result of poor parenting, which effects the entire classroom. I look forward to discussing this issue in class.