“People knew I was different. But not less.” Temple Grandin understood what she had, but she knew she was not less than anyone else. She did what anyone else could do. She knew she could push through everyday, no matter how hard and how long it took. Temple is not different, but she is unique! “We’re focusing so much on academics that we’ve taken out things like, art, sewing, cooking, woodworking, music, and other things that introduce kids to careers.” Temple Grandin is trying to explain and tell the world that it is not all about academics. She had the tremendously strong willpower to prove that what she was thinking was actually right. She wanted people to stop worrying about all academics and more about the arts, sports, and the creativity of all of it. Because if not, only the few students that excel at academics are
Therefore, teachers teach the whole child since they maintain cultural identity of a student not only do they emphasize on the importance of academic achievement. Consequently, when promoting academic community for students, teachers play a role in responding effectively to the learners needs (Gay, 2000).
The essay " Diversity, Ideology, and Teaching Writing" written by Maxine Hairston discusses the diversity in college classrooms in 1992. She highlights the idea that these students come from different backgrounds and have a lot to offer the class through their experiences. Also, they come in at different levels of writing and understanding. She believes that these students can learn from one another. They can learn about the diverse society that we live in. She states that " Real diversity emerges from the students themselves and flourishes in a collaborative classroom in which they work together to develop their ideas and test them out on each other." She looks at this diversity as an opportunity for students to learn and collaborate about society. Their papers and analysis would come from experiences that the class has had in life.
Too often, students are taught that their lives are defined by who they are and what they do, not by circumstances. But circumstances can be very crucial to determining how a person’s life is shaped. It’s no secret that not all schools and neighborhoods are created equal. Some schools offer advanced classes, and college prep, and opportunities, while some schools don’t even have textbooks. Even within the circumstances, there are circumstances. The students in the latter school that lacks textbooks may have parents who go the extra mile to ensure that they have more opportunities, or could have parents who don’t have the resources to do that. Environment and circumstance can make a huge difference, and Wes Moore’s The Other Wes Moore is a fantastic
Hooks, Bell. "Keeping Close to Home: Class and Education." The Presence of Others. Andrea A. Lunsford & John J. Ruszkiewicz. New York: Bedford/St. Martins, 2000, 93-104.
Lola demonstrated the disparities of our school system, as she is from an impoverished neighborhood with a school that hindered the progression of her education. Lisa demonstrated how community influences individuals and impoverished communities often cause young members to perpetuate their parents socioeconomically situation. However, some influences, such as church communities, can have strong positive impacts on their lives. Both girls demonstrated the importance of guidance and advocate in one’s life. Lola through her troubles in the school system, and Lisa through receiving guidance through the church. Both girls have been greatly influenced by their parent’s socioeconomic status and restricted from their full potential, causing them to fall into only slightly better situations than their parents. They are prime examples of the cycle of issues in our society, and the reason that we need to make a
... to assess why students refuse to comply with teachers’ wishes and to then respond in a way that makes the students feel at ease and motivated to learn. The ideal education for these students will be one that simultaneously affirms their identity and motivates them to appropriate manners and values that will afford them the opportunity to converse with and maneuver through white America if they chose to do so. Teachers (of any race) who take the approach of the Inuit teacher whom Delpit discusses would be positive role models who could convince students of the need to become fluent in standard (white) English while showing by example that to do so is to enrich rather than give up one’s first culture and language. Mr. Conway could learn from the example of such a teacher the importance of separating race and class differences from power dynamics in the classroom.
... cultural and historical perspectives caused by the symbolic complex can create differences between students at school; however, if we are able to meet in a positive contact zone such as a “safe house” mentioned by Mary Louise Pratt, we can create an equal ground for these students. Creating an equal ground will eliminate the historical perspectives between students and their views on education. Various cultures view education differently, and when a child is raised that way, that may determine how they view this. Positive contact zones only assist in creating a level and horizontal axis where diverse cultures meet and learn together. We must continue to create ways that will improve schools so diverse amounts of students can continue to walk through these halls of Jackson and feel equal, welcome, and willing to interact with each other.
Downs, Doug. "The Concept of Discourse Community." Writing about Writing: A College Reader. By Elizabeth A. Wardle. Boston: Bedford/St. Martins, 2011. 466-78. Print.
While the mother felt she was cultured she never fully understood what she was reading and learning, and could only name the classics. This difference between mother and daughter is what created a gap between the two. While the daughter had the knowledge to self-educate herself, her mother would never meet these standards no matter how hard she persevered. There was a generational gap between mother and daughter created by the change in social and cultural norms. For the daughter’s generation it wasn’t unheard of for a woman to continue her education and strive for social advancement through knowledge. For the mother’s generation social mobility was almost impossible even if one worked every day of her life, and children did what they were told to do by their parents. This wedge created a series of rebellious years by the daughter, leading her to ask permission to study in
Lareau, Annette. "1." Unequal Childhoods: Class, Race, and Family Life. Berkeley: U of California, 2003. Print.
When thinking of our family, and our background, most would argue to say that what we get from them are positive things such as a sense of comfort and pride. In countries like the United States, having a family to lean on is never a bad thing. However, what most of us do not usually see is that, sometimes the very own people who brought us up, and had the utmost influence on our lives, are the very own people who have set barriers for us. Such is the case presented when Lee Bryant, a contributor to the History Learning Site, says, “people who are working class have themselves to blame for the failure of their children in education” (par.1). Cultural capital is an attribute handed down to us from those who have raised us, such as our parents; unfortunately, like most other things in the world, the people in the upper class are the one’s who most benefit from this idea, leaving the rest of society in a bind trying to figure out how to break the vicious cycle.
However, the students that are on the lower end of the achievement gap are caught between being members of a disadvantaged community and aspiring to be a part of the middle class. This causes them to have to adapt to the communities that they are a part of. This act of adapting to the difference in normative expectations is what Morton refers to as “straddling the gap” or “code switching”. These students not only have to navigate differences in language and dress codes but they have to switch dispositions to ones that are unfamiliar to them, which can come into conflict with those at home (Morton 276). There are benefits to the code-switching that these students do. For example, multicultural societies are characterized by the intermingling of cultural communities and the students who belong to different communities have the greatest position to help new relationships form between them (Morton 277). However, educational systems are being used to potentially alienate the students from their communities values and relationships in order to form them for a labor market. Morton believes that “whether educational institutions are justified in undertaking the task of rectifying this injustice by shaping a
...ents, and my English problem. I didn’t even have control of my own identity at that point. In the bilingual classroom my education depended upon the teachers and the system. I couldn’t express my viewpoints to faculty members like I do now in college. For instance, in college when I need help in a certain class, I can just go and talk to the professor or even to my counselor. Unfortunately, in grammar school, I didn’t know how to talk about the situation. As a result, in college I have been determined to change my study habits and take back control of my identity because I see how a student cannot survive with inefficient study habits. I realize now that, as a child, I was disadvantaged in many ways. Today, I have to be prepared to do extra to make up for a poor educational background by spending more time studying, focusing on school, and controlling my life.
A main theme in this novel is the influence of family relationships in the quest for individual identity. Our family or lack thereof, as children, ultimately influences the way we feel as adults, about ourselves and about others. The effects on us mold our personalities and as a result influence our identities. This story shows us the efforts of struggling black families who transmit patterns and problems that have a negative impact on their family relationships. These patterns continue to go unresolved and are eventually inherited by their children who will also accept this way of life as this vicious circle continues.