These two chapters were quite eye opening in terms of getting real views from African Americans and Latinos. I must say that a lot of the things that were talked about were things that I have heard before, but never really gotten first hand accounts with it.
Pedro talks about Latinos in New Bedford. This was an account that I really enjoyed reading, but also found disturbing. As one kid said to Pedro "I think people are killing each other because they’re bored to death.” (Pg. 57) The irony in this statement is just beyond anything I have heard. So kids are running around in New Bedford and killing others because they are literally bored to death. That is sad. What can we do though? That's what I wanted to start thinking about. Pedro talked about how he was put in a position where he couldn't even respond to the kids statement. What do we do? We are teachers and this is something that reiterates how Latinos are feeling all over the U.S. Nothing is being done to help them, but at the same time they aren't doing anything to further their experiences as mentioned in the book by the store owner. As educators I think we can take examples like this and try to put ourselves in these kids shoes. If we understand what the problem is and walk a day in their lives, maybe we can fix the problem. Schools need to offer more programs to help get kids off the streets. The state needs to step in and offer more money for programs that educate and find jobs for individuals. More people need to take ownership of their city and stand up for what's right. Educators are at the forefront as they are the ones who are going to see the kids more than others. Be an activist for change instead of an acceptor of the wrong.
I'm trying to put "acting white" into perspective for my own good right now and I just can't seem to do it. I read the chapter. I reread the chapter. I still don't understand why this is an issue. I relate it to what we have learned about culture so far in 446, in that there is a micro-culture that has been created by the African American community in which they feel that doing homework and going to school and not getting into fights and acting tough is the white way to do things. Pedro speaks of this and makes it seem as though young African American males associate these things with middle class white folks and they can't be like them at all! I just don't get it. I think a huge reason is because a lot of the African Americans that I know through college and high school were proud to be getting good grades and never wanted to act tough or get in fights to prove themselves. There just wasn't a need to do this. I look at the areas Pedro is in though and have to assume that the setting is affecting this in some way. Pedro was in the South Bronx, the rough areas of L.A., and Oakland. These are historically rough towns as he points out in chapter 2 of his book. The African American children and young adults aren't to blame though. Are they? I think the areas they grow up in have let them down. The states they live in don't give the funding needed to these areas to help support their personal and educational growth. Pedro talks about how it is just fine for an African American girl to get pregnant in her eyes because society has nothing good planned for her anyway. We have to change this mentality. States, cities, and schools have a responsibility to break the stigma that follows these students because of their race. Students want to learn as is evident from Pedro's research, it's just a matter of getting the necessary resources to make change happen.
Eye opening part of the book. Pedro's research thus far has me really thinking and I like that in a book. I have been looking at how this relates to my classroom and how I can change things to impact my students lives.
I liked reading your perspective on the kids being “Bored to death”. That is definitely shocking and sad! This seems like it could be a good area to do neighborhood walk in. If the students were assigned to create and give the tour of their neighborhood, it would be interesting to see what they highlight and choose to show. Chapter 5, “Classroom Processes” of this weeks Hernández reading jumped out to me here as well. On page 161 of this reading, Hernández explains that teacher expectations take on “the form of self-fulfilling prophecies.” If teachers expected more from their students, and gave them the proper support to reach these expectations, I believe they may not feel as lost and “bored to death” in general. Another thought I had is the schools should offer extracurricular activities that really engaged the students. This is most likely a huge issue with budgets at these schools. Teachers can seek sponsors from outside the school for extra curricular activities as well. I know this isn’t always possible and it is asking a lot from teachers, but it could be very beneficial. I have a cousin who teaches in a low socioeconomic school in Chicago. She has stated a group call “Sophisticated Ladies” that meets once a week. Each year, she reaches out to female students that she recognizes as going through a rough time or has been getting in trouble. This group gives the girls the opportunity to have weekly discussions about their lives and school. Through donations my cousin raises throughout the year, they also take part in cultural activities together. Every year, they have a big outing downtown, where they take a tour and have dinner. Even though most of these girls have lived in Chicago their whole lives, it is many of their first visits downtown. Unfortunately, my cousin has to limit the number of students in the group to make many of the activities possible and to keep the close knit nature she strives for. But it is great to know that she is truly making a difference in these girls’ lives.
ReplyDeleteIt sounds to me like you are questioning the limitations of presenting groups of people/students as a monolith.
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