Most people know someone with special needs. The person may have a handicap that affects the mind, sight, voice, or even how a person walks. We have all seem ableism in action also at some point I believe. the use of the word retard is an example. We expect those who are handicapped in one way or another or have special needs to not be a good of a contributing member of society as the student who has zero flaws. In a way we give up on these students when we don't expect them to accomplish anything substantial in their lifetime except to be a human pin cushion for doctors. It is a disservice for all those who are deemed handicap in some form because we do not give them a chance to show us what they can do. Instead they live up for the self fulfilling prophecy given to them by doctors and old fashioned school teachers.
We expect less of those students, and thus do not always give them work or concepts that could potentially open their minds. In expecting less of those students, we do not take time to discover their own personal intelligence.; Like the article said, their are an infinite possibilities for types of intelligences. With no goals, or push to find and enhance these intelligences, the handicapped students become lethargic from under stimulation.
There are some handicaps that are not handicaps at all. When a student is deaf, or mute, the student has every chance to be able to succeed if they are advocates for themselves. According to Hehir, ablelism in the classroom happens to these students because of the teacher's teaching style. Oral teaching is an ancient and well respected way to learn. If the teacher does not speak American Sign Language, (ASL) the teacher will rely on lip reading for the student to understand the content of the program. The teacher then forces the student to learn lip reading over American Sign language. In a way is it silently telling the student their way of learning and communicating is not good enough.
Students who have IEPs for their learning disorders have certain parameters and rules for the teacher to follow. Yet, could there be instances of teachers making modified lessons, class work, or evaluations too easy? I think so if certain teachers don't believe their students can and are able to accomplish harder tasks. It is kind of like the ableism students who are physically handicapped face. Those who have the ability to help them grow up into a productive member of society.
Monday, May 14, 2012
Sunday, May 13, 2012
Sexuality and Sex education week
Maybe it is because I grew up in a liberal family, who stopped attending church when I was 10, and have sisters and a mother who work in the medical field, but it seems common sense to teach sexual education in schools these days. I mean REAL sex ed. and not the abstinence only program that seems to be running amuck in the school systems.
As a woman, it feels like a war on my gender because the saddest result of not teaching teens about safe sex is teen pregnancy. The father of the child can walk away at any point and never have to change a single dirty diaper, stay awake at all hours of the night, not worry about balancing school, a job, and paying for day care. A mother can do that also if she gives her child up for adoption, but that itself leaves emotional wounds that never really heal and for some it is an impossible choice.
Society still treats young mothers like they carry ebola, or the next black plague. Yet, in fact it is partially their fault by not equipping them with the right sexual education that could have prevented a teen pregnancy. The fact is teens will have sex whether their parents, teachers, or society want them to. It is their choice, and their bodies. It is a part of human nature and we are biologically driven to it. That is not to say that we are all stark raving mad cave men and women dying to get at each other, but not everyone has the sense, will, or want to deny their hormones. Historically, teens have never made bright decisions, so how can we expect them to make healthy sexual choices when they have little or no information or education?
It seems that the abstinence only program has religious undertones also. I thought there was supposed to be a separation of church and state? Apparently not since christian views on marriage, sex, and heterosexual relationships are deeply rooted in the program. " Researchers have noted that these curricula often include scare tactics such as the video titled No Second Chance, in which a student asks a school nurse, “What if I want to have sex before I get married?” to which the nurse replies, “Well, I guess you’ll just have to be prepared to die” Yes, that could have been true before the invention of condoms, and the pill. In the past, someone could die from a sexually transmitted disease, but most often the killer of women was the birthing process. Those who died from giving birth were not discriminated against if they were married. Death during labor was a risk for ALL women.
The results of the abstinence only programs is saddening. They clearly show no positive results, and instead more harmful and negative aspects. "In a follow up, however, Brückner and Bear- man (2005) found that 88 percent of the middle and high school students who had sworn to abstain did, in fact, have premarital sex — and, important- ly, often had unprotected sex. Pledgers were 30 percent less likely than non- pledgers to use contraception once they became sexually active, and also less likely to use condoms and seek medical testing and treatment." How is this okay? It seems like we are setting our children up for failure right for the beginning. Without the use of contraception, like condoms, these student better prepare themselves for HIV, AIDS, Chlamydia , or herpes. What is more okay? Students promising to not have sex, and then breaking those promises and having unprotected sex, or teaching our students to protect themselves and be responsible for their own bodies and when they choose to have sex, use contraceptives?
Do you want your children to feel extreme guilt when they talk about the subject of sex? Personally, I would want children who know how their bodies function, how to protect themselves, and know when they make that choice, it is theirs alone, and not the government's.
As a woman, it feels like a war on my gender because the saddest result of not teaching teens about safe sex is teen pregnancy. The father of the child can walk away at any point and never have to change a single dirty diaper, stay awake at all hours of the night, not worry about balancing school, a job, and paying for day care. A mother can do that also if she gives her child up for adoption, but that itself leaves emotional wounds that never really heal and for some it is an impossible choice.
Society still treats young mothers like they carry ebola, or the next black plague. Yet, in fact it is partially their fault by not equipping them with the right sexual education that could have prevented a teen pregnancy. The fact is teens will have sex whether their parents, teachers, or society want them to. It is their choice, and their bodies. It is a part of human nature and we are biologically driven to it. That is not to say that we are all stark raving mad cave men and women dying to get at each other, but not everyone has the sense, will, or want to deny their hormones. Historically, teens have never made bright decisions, so how can we expect them to make healthy sexual choices when they have little or no information or education?
It seems that the abstinence only program has religious undertones also. I thought there was supposed to be a separation of church and state? Apparently not since christian views on marriage, sex, and heterosexual relationships are deeply rooted in the program. " Researchers have noted that these curricula often include scare tactics such as the video titled No Second Chance, in which a student asks a school nurse, “What if I want to have sex before I get married?” to which the nurse replies, “Well, I guess you’ll just have to be prepared to die” Yes, that could have been true before the invention of condoms, and the pill. In the past, someone could die from a sexually transmitted disease, but most often the killer of women was the birthing process. Those who died from giving birth were not discriminated against if they were married. Death during labor was a risk for ALL women.
The results of the abstinence only programs is saddening. They clearly show no positive results, and instead more harmful and negative aspects. "In a follow up, however, Brückner and Bear- man (2005) found that 88 percent of the middle and high school students who had sworn to abstain did, in fact, have premarital sex — and, important- ly, often had unprotected sex. Pledgers were 30 percent less likely than non- pledgers to use contraception once they became sexually active, and also less likely to use condoms and seek medical testing and treatment." How is this okay? It seems like we are setting our children up for failure right for the beginning. Without the use of contraception, like condoms, these student better prepare themselves for HIV, AIDS, Chlamydia , or herpes. What is more okay? Students promising to not have sex, and then breaking those promises and having unprotected sex, or teaching our students to protect themselves and be responsible for their own bodies and when they choose to have sex, use contraceptives?
Do you want your children to feel extreme guilt when they talk about the subject of sex? Personally, I would want children who know how their bodies function, how to protect themselves, and know when they make that choice, it is theirs alone, and not the government's.
Friday, March 30, 2012
social and emotional learning
In Dance's article "On Being "Hardcore," a "Hardcore Wannabe," or "Hardcore Enough", the students are living in an urban area where their lives outside of school interfere with their school lives. Many students are faced with acting a certain way outside of school in order be accepted and feel approval from their peers. Thus, those personas, and actions make their way into the school also. Dance comments that some teachers are afraid to teach in urban schools because there is a perception of there being more violent students than there actually are.
I think this speaks to the needs of the students. Why is there violence in the schools to begin with? Where do these needs to be perceived as "hardcore" come from? How do we reconcile school life with home life? What can we do for the students to feel safe in school? How can we teach the students to make better choices for their lives? The students need to see that the here and now for them is not a permanent situation. The live they are living right now is not the life they will have in ten years. They need be asked, where do you want to be in ten years, instead of where do you see yourself in ten years. Students who have little hope for the future will not have positive responses when asked where they see themselves in the future. Once the students have a good view and grasp of where they want to be, we, as teachers, need to help them find a path to get there. This could be through the students core content classes, or specials. In each class a student takes, there are numerous chances to reach students emotionally and socially.
Students who are more reconciled with their emotional selves and have positive social skills do better academically. It also sets them up for success later in life. In the case of Malik, who ended up being pushed to drop-out, could have been saved. If someone had reached out to Malik, connected with him and showed him there was every chance for him to succeed in school, they "had his back" and would stand by him when in tough situations. His disillusionment with the school system was not predetermined and if the right teacher had stepped in as a mentor, Malik may have graduated high school.
What we really need to do is teach teachers how to practice emotional and social learning. Teachers need to be taught to actively engage the emotional and social aspects of their students lives, make lessons apply to their lives, and see every student as an individual and not the stereotype. It can be hard to connect with students, but if they see you trying to connect with them, eventually they will respond.
Social and emotional learning not only helps the students in their academics, and futures, but it builds lasting teachers. Teachers who feel they make a difference with their students are less likely to feel "burnt out". Social and emotional learning creates and win-win situation for all those involved.
Tuesday, March 6, 2012
Week 7
This weeks readings drove home that simply "caring" superficially is not enough. We all want to reach out to our students (at least we should) and we want them to reach back. Rolón- Dow demonstrated that building connections and trust beyond academics is essential if we want our students to respond to our care.
I was not overly surprised at the responses received from the female students. They are by no means encouraging or positive responses, but they are honest. Maria hit it right on the nose when she said, “What I'm trying to say is that they care about the kids' school work, not their personal lives, like what happens at home” (95). We have all had teachers like that. They are the teachers who are great teachers in the classroom, but their work day begins with the first bell, ends with the last bell, and they feel unapproachable for extra help or even questions. In truth, that is teaching, but not great teaching.
What students need are teachers who can get on their level, and make them feel like the classroom or school is their home. It takes a lot of work, but little gestures and simple acknowledgements can go a long way in building rapport with students. I was floored when Mr. Rosenfield seemed to think it was okay to ask his student, Yanira, if it she was raised in a barn. Depending on some students cultural, geographical, or financial backgrounds, they could have been raised in a barn. It is almost asking a student if they were raised in the ghetto, or a trailer park. Mr. Rosenfield probably did not mean harm with his remark, but it was insensitive and he did not seem to understand it. Furthermore, he made assumptions about the mother’s priorities, and made Yanira look the bad guy in the situation. Is Yanira truly the problem? Could it possibly be that Mr. Rosenfield’s attitude, and insensitivity are the root of the problem? I think Mr. Rosenfield plays a large in why there is a problem with Yanira in class.
When issues arise between students and teachers, like Yanira and Mr. Rosenfield, students begin to build a wall between themselves and the system. They stop playing “the game of school”, and reject all lessons (academic, social, political, cultural, and relational) because they believe they are not a valued member of the school community.
Teachers need to aware of how their students view their actions, and who they are. Just because they are not adults, does not mean their opinions matter. In order for students to feel safe enough to respond to their teachers’ caring, teachers need to care about more than academics. It is easy to remember to be culturally sensitive to those who are of different ethnic backgrounds, but we also need to be aware of the cultural age difference between us teachers and our students. A sixteen year old student and a thirty-five year old teacher come from different cultures no matter the race, religion, gender, etc.
Sunday, February 26, 2012
Week 6
I found the Waters article eye opening, and interesting and I was able to relate quite a bit. My friend Alice would often call our other friend Joanna a "Twinkie", or a "Coconut" because she was so Americanized in her eyes. It was usually used in jest, and after a while Joanna began to wear it as a sense of pride when she she moved to rural Connecticut. She said it it was how she knew she fit-in in her new community, and I did not understand what she meant at the time.
In her family, it was okay that she no longer responded in Khmer to her family members. It was okay that she dated white boys. It was also okay that began dyeing her hair red and putting highlights in it. It wasn't okay when her brother became Americanized. Their parents enrolled him in martial arts, and pulled him out of gymnastics, and began urging him to go into business or medicine instead of linguistics. I didn't recognize it at the time, but now looking back I can put faces and names to what Waters was describing in her Article. I'm not sure if my friend's parents were trying to "man-up" her brother, but the evidence is there for that.
The article also speaks about how teens noticed how their peers spoke. I thought this was interesting. Choice of vocabulary, tone, accent, and language proficiency are often good indicators of where a person is from, been, education, and age. The students pointed out and ostracized the boy who did not speak like them. Acting white was a negative thing and they made that known by calling the boy a homosexual. ( I really hate the word that was actually used.)
In pop culture this negative image of acting white is perpetuated. A good example of this can be found in the "Dave Chappelle Show." There are multiple skits in which Chappelle "acts white" and looks ridiculous doing it. This gives the idea that a non-white man looks silly acting like a white man. It also perpetuates the idea, within multiple cultures, that when a man "acts white" they can not be taken seriously or it is a detriment to his manhood. Personally I don't even notice when non-white men "act white", but that is probably because I am white.
I was not a fan of the Kimmel article. I found the article to be out dated and I did not agree with Kimmel's use of Freud in determining how someone becomes gay, or why homophobia exists. Homophobia is not the result of men being afraid of men. Homophobia is the result of a society teaching hate, bigotry, and not promoting compassion and understanding, and is the result of bad parenting. Freud may have been right about many things, but he was also a drug addict.
What I do find to be credible in Kimmel's article, is his idea that immigrant men are often looked at as feminine and not masculine. Once again, I will prevail to pop culture. The character of Fez on "That 70's Show" a perfect example of how society views male immigrants. He talks with a feminine lisp, and makes the audience believe his sexuality is questionable. He is in no way what we would describe masculine. I think the word dandy would be more appropriate.
In her family, it was okay that she no longer responded in Khmer to her family members. It was okay that she dated white boys. It was also okay that began dyeing her hair red and putting highlights in it. It wasn't okay when her brother became Americanized. Their parents enrolled him in martial arts, and pulled him out of gymnastics, and began urging him to go into business or medicine instead of linguistics. I didn't recognize it at the time, but now looking back I can put faces and names to what Waters was describing in her Article. I'm not sure if my friend's parents were trying to "man-up" her brother, but the evidence is there for that.
The article also speaks about how teens noticed how their peers spoke. I thought this was interesting. Choice of vocabulary, tone, accent, and language proficiency are often good indicators of where a person is from, been, education, and age. The students pointed out and ostracized the boy who did not speak like them. Acting white was a negative thing and they made that known by calling the boy a homosexual. ( I really hate the word that was actually used.)
In pop culture this negative image of acting white is perpetuated. A good example of this can be found in the "Dave Chappelle Show." There are multiple skits in which Chappelle "acts white" and looks ridiculous doing it. This gives the idea that a non-white man looks silly acting like a white man. It also perpetuates the idea, within multiple cultures, that when a man "acts white" they can not be taken seriously or it is a detriment to his manhood. Personally I don't even notice when non-white men "act white", but that is probably because I am white.
I was not a fan of the Kimmel article. I found the article to be out dated and I did not agree with Kimmel's use of Freud in determining how someone becomes gay, or why homophobia exists. Homophobia is not the result of men being afraid of men. Homophobia is the result of a society teaching hate, bigotry, and not promoting compassion and understanding, and is the result of bad parenting. Freud may have been right about many things, but he was also a drug addict.
What I do find to be credible in Kimmel's article, is his idea that immigrant men are often looked at as feminine and not masculine. Once again, I will prevail to pop culture. The character of Fez on "That 70's Show" a perfect example of how society views male immigrants. He talks with a feminine lisp, and makes the audience believe his sexuality is questionable. He is in no way what we would describe masculine. I think the word dandy would be more appropriate.
Tuesday, February 7, 2012
I needed a few days to digest this week's reading because some of the information was saddening, angering, and disheartening. My heart broke for these students who struggled in their home countries, came to the United States and continued to struggle.
It seemed the odds are against them despite understanding how important an education is. Immigrant students face issues in school like bullying, language acquisition, culture shock, all while trying to grow up and find themselves. Yet, it seems factors from outside the school walls are more detrimental to students. Many immigrant students not only have to deal with completing their homework, studying for Thursday's exam, figuring out the proper way to use American idioms, and make friends, but at home they have to also balance more obstacles.
I found many immigrant children had been separated from their parents or siblings before they came to the United States. This separation from family can induce feelings of abandonment, anxiety, depression, and sometimes lead to not really knowing your family members. To an extent, I understand the children's feelings. My sister is ten years older than me and when I was in the 4th grade, she joined the Navy. I saw my sister a few times over the years and understood she was my sister, but I didn't get to really know her till she moved home when I was a sophomore in high school. We had misconceptions about each other and argued quite a bit. It took until my junior year of college for us to actually get along. It might have had to do with the difference in maturity level, but it took a lot of work to get to where we are today.
The general power struggles that happen between siblings and parent and child are intensified by the separation, and can be complicated when a child and parent reverse roles.
The book mention that children pick up languages faster than their adult counter parts because they interact with more people outside of their community and are given more language resources in school. In many cases the student becomes a translator to the parent, an instructor of American culture, and a guide to the outside community. I've seen this personally with many of my friends. My best friend's mother was never able to acquire a proficiency in English. This meant my friend had to go to all immigration meetings, medical appointments, and other important meetings. She gained personal knowledge of her mother's health and life that made her uncomfortable, and was always very aware of the finances because she was the one who wrote the checks and spoke with the bank. Sometimes, she even used her position and level of control to her advantage when it came to school.
Violence is a common sight in immigrant neighborhoods. The sights of anger, revenge,pain, and death can change how a child views the world. It cultivates a sense of mistrust, and being unsafe in their environment. This translates right into the classroom and can be seen in how the children interact with their peers and teachers. It can manifest in violence, a hard time asking for help, making friends, and many other social and academic aspects of school.
In a way, immigrant children are forced to grow up quickly. Whether it is dealing and making sense of emotions and feelings that arise from their move, family power struggles, or having to work in order to help provide for the family, these kids are more aware of the world they live in and how they are seen. Yet, many of the students do not receive the support they need to emotionally cope with adjusting to a new life in the United States.
School should be a safe place for children. It should be a break from the troubles of the real world, where they can feel free to ask questions and learn how to live in the real world. I can think of a few solutions to aiding immigrant students. Providing counseling to students is something I feel would do a lot of good. It would allow students to work through their feelings and find safe and productive outlets. Thus, the students would be able to concentrate on what is happening in the classroom.
Reaching out to families with a translator and not allowing the student to be the parent's translator would be another change I would make. If the student is not in control of the situation, they have to opportunity or temptation to manipulate the parent or teacher. With a translator, the traditional relationship between parent and child is upheld and could aid in healing any separation issues.
Community is the best way to reach and help all students. Developing after school programs, sports, or volunteer programs that are free can go a long way. In many communities, these things cost money and without aid or a waiver, many poor students are barred from those activities. In these programs, students can interact with each other in a safe environment, away from the violence in their neighborhood, and possibly attain an adult mentor or someone who will be a positive role model or influence in their ever changing lives.
It seemed the odds are against them despite understanding how important an education is. Immigrant students face issues in school like bullying, language acquisition, culture shock, all while trying to grow up and find themselves. Yet, it seems factors from outside the school walls are more detrimental to students. Many immigrant students not only have to deal with completing their homework, studying for Thursday's exam, figuring out the proper way to use American idioms, and make friends, but at home they have to also balance more obstacles.
I found many immigrant children had been separated from their parents or siblings before they came to the United States. This separation from family can induce feelings of abandonment, anxiety, depression, and sometimes lead to not really knowing your family members. To an extent, I understand the children's feelings. My sister is ten years older than me and when I was in the 4th grade, she joined the Navy. I saw my sister a few times over the years and understood she was my sister, but I didn't get to really know her till she moved home when I was a sophomore in high school. We had misconceptions about each other and argued quite a bit. It took until my junior year of college for us to actually get along. It might have had to do with the difference in maturity level, but it took a lot of work to get to where we are today.
The general power struggles that happen between siblings and parent and child are intensified by the separation, and can be complicated when a child and parent reverse roles.
The book mention that children pick up languages faster than their adult counter parts because they interact with more people outside of their community and are given more language resources in school. In many cases the student becomes a translator to the parent, an instructor of American culture, and a guide to the outside community. I've seen this personally with many of my friends. My best friend's mother was never able to acquire a proficiency in English. This meant my friend had to go to all immigration meetings, medical appointments, and other important meetings. She gained personal knowledge of her mother's health and life that made her uncomfortable, and was always very aware of the finances because she was the one who wrote the checks and spoke with the bank. Sometimes, she even used her position and level of control to her advantage when it came to school.
Violence is a common sight in immigrant neighborhoods. The sights of anger, revenge,pain, and death can change how a child views the world. It cultivates a sense of mistrust, and being unsafe in their environment. This translates right into the classroom and can be seen in how the children interact with their peers and teachers. It can manifest in violence, a hard time asking for help, making friends, and many other social and academic aspects of school.
In a way, immigrant children are forced to grow up quickly. Whether it is dealing and making sense of emotions and feelings that arise from their move, family power struggles, or having to work in order to help provide for the family, these kids are more aware of the world they live in and how they are seen. Yet, many of the students do not receive the support they need to emotionally cope with adjusting to a new life in the United States.
School should be a safe place for children. It should be a break from the troubles of the real world, where they can feel free to ask questions and learn how to live in the real world. I can think of a few solutions to aiding immigrant students. Providing counseling to students is something I feel would do a lot of good. It would allow students to work through their feelings and find safe and productive outlets. Thus, the students would be able to concentrate on what is happening in the classroom.
Reaching out to families with a translator and not allowing the student to be the parent's translator would be another change I would make. If the student is not in control of the situation, they have to opportunity or temptation to manipulate the parent or teacher. With a translator, the traditional relationship between parent and child is upheld and could aid in healing any separation issues.
Community is the best way to reach and help all students. Developing after school programs, sports, or volunteer programs that are free can go a long way. In many communities, these things cost money and without aid or a waiver, many poor students are barred from those activities. In these programs, students can interact with each other in a safe environment, away from the violence in their neighborhood, and possibly attain an adult mentor or someone who will be a positive role model or influence in their ever changing lives.
Sunday, January 29, 2012
Racism is an uncomfortable subject to talk about. It is even more uncomfortable to talk about in a classroom. As a new teacher, you are not sure what you can and can not say. You don't want your students to think you are a racist or say anything that would warrant a phone call from a parent. As a student, it is just one if many things that are awkward to talk about. If your class is all white, it is less strained, but if there are non-white people in your classroom, it is like being caught in a mine field.
Peggy McIntosh is correct when she writes, "I think whites are carefully taught not to recognize white privilege." It is an uncomfortable subject to talk about. It is almost akin to talking about sex with your parents. People of caucasian descent have no problem talking about racism together, but as soon as you add someone of color into the group, they begin to choose their words carefully, and think before they speak. You wouldn't want to sounds like a racist in front of someone not white. McIntosh is correct in her belief that white people pretend racism does not exist anymore.
I don't agree with many of the items on her list of personal privileges though. When I turn on the television, I am bombarded by faces of every color. I seem to be unable to flip to a channel and not see the Kardashians, the Housewives of Atlanta, or John and Kate's brood.
And the best part of going into a music shop is knowing that sound and rhythm have no color. The sounds of our favorite artists have influences from cultures from around the world. Music is almost the ultimate defiance of racism. The sounds and rhythms of different cultures and races meld and blend together and create something new and harmonious.
I understand where McIntosh was going with her claims. She wanted to challenge to silence about racsism, I think it took on a different effect. I felt guilty reading it. I felt guilty that the color of my skin may have made my life easier than it should have been. I feel like I have been given something I might not deserve. I felt self conscious. I also felt angry that all of my hard work over the years could be negated by the simple color of my skin. I worked hard to be where I am today. Nothing came easy and it angered me to think that McIntosh would chalk up most of my success as a response to my skin color.
Nieto and Bode also touch upon the fact that racism is rarely talked about in schools. They agree that it can be an uncomfortable subject, but they bring attention to how it is addressed in school curricula. There is this myth about racism in America that is perpetuated by books like "The Adventure of Huckleberry Finn", and "Gone With the Wind." Our history books even conveniently gloss over or even delete the many of darker pieces of American history.
If this is going to be addressed, then the truth needs to be known. States like Arizona and Texas can not be allowed to dictate what is a valued in literature, or rewrite the history books to their liking. History is not pretty and we aren't going to like it. Just as any person, our country has made its fair share of mistakes. If we are to learn from them and become more multicultural, then we need to acknowledged what actually happend.
Peggy McIntosh is correct when she writes, "I think whites are carefully taught not to recognize white privilege." It is an uncomfortable subject to talk about. It is almost akin to talking about sex with your parents. People of caucasian descent have no problem talking about racism together, but as soon as you add someone of color into the group, they begin to choose their words carefully, and think before they speak. You wouldn't want to sounds like a racist in front of someone not white. McIntosh is correct in her belief that white people pretend racism does not exist anymore.
I don't agree with many of the items on her list of personal privileges though. When I turn on the television, I am bombarded by faces of every color. I seem to be unable to flip to a channel and not see the Kardashians, the Housewives of Atlanta, or John and Kate's brood.
And the best part of going into a music shop is knowing that sound and rhythm have no color. The sounds of our favorite artists have influences from cultures from around the world. Music is almost the ultimate defiance of racism. The sounds and rhythms of different cultures and races meld and blend together and create something new and harmonious.
I understand where McIntosh was going with her claims. She wanted to challenge to silence about racsism, I think it took on a different effect. I felt guilty reading it. I felt guilty that the color of my skin may have made my life easier than it should have been. I feel like I have been given something I might not deserve. I felt self conscious. I also felt angry that all of my hard work over the years could be negated by the simple color of my skin. I worked hard to be where I am today. Nothing came easy and it angered me to think that McIntosh would chalk up most of my success as a response to my skin color.
Nieto and Bode also touch upon the fact that racism is rarely talked about in schools. They agree that it can be an uncomfortable subject, but they bring attention to how it is addressed in school curricula. There is this myth about racism in America that is perpetuated by books like "The Adventure of Huckleberry Finn", and "Gone With the Wind." Our history books even conveniently gloss over or even delete the many of darker pieces of American history.
If this is going to be addressed, then the truth needs to be known. States like Arizona and Texas can not be allowed to dictate what is a valued in literature, or rewrite the history books to their liking. History is not pretty and we aren't going to like it. Just as any person, our country has made its fair share of mistakes. If we are to learn from them and become more multicultural, then we need to acknowledged what actually happend.
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