Wednesday, December 19, 2012


In our closing blog on Teaching for Social Justice this semester, we have put together some thoughts as a class.

We will discuss our thoughts on the following essential questions:
1. What does it mean to teach for social justice?
2. What does teaching for social justice look like as a teacher?
3. What does teaching for social justice mean for students?

From a teacher’s perspective, we need to strive for equity in the classroom. Teachers should always approach their teaching and their dealings with students in an equitable manner by not making assumptions about students’ backgrounds despite demographic knowledge of the particular district/ school they are teaching in.  Teaching for social justice takes critical literacy a step further in the classroom and asks students to consider action steps towards a more just society.  Students must be taught to question the status quo and think critically. They must become aware of acts of injustice and ask themselves how they can address and confront some of these issues.  A social justice classroom asks: What can we do to pursue equitable endeavors in the classroom and in the community?  Social justice isn’t just about awareness; it is also about activism.  It’s about putting hopes for a more just society into action.  Teachers can identify what causes are important to them but also recognize that the causes of their students may differ from the issues that affect the teacher.
Each content area teacher needs to incorporate social justice topics into his/her discussions.  Teachers must decide how they will use the content of their disciplines to address social justice issues throughout the year, not just on one special day set aside to celebrate diversity and difference.  Social justice teaching is not just for English and social studies teachers; math, science, and foreign language teachers must engage in social justice teaching practices as well.   To look at social justice in a mandatory way, teachers could imagine a common core standard that would require them to include social justice topics in lessons, much like the reading of nonfiction texts is required. 
In a social justice classroom, the teacher has to serve as an agent of change and as a role model for students to emulate.  Teachers must create a class atmosphere where students’ prejudices can be identified, evaluated, and deconstructed in a respectful manner.  Teachers can have an open forum in the classroom but must define dialogue ground rules at the start of a class/course to make sure that everyone’s dignity is maintained and respected while at the same time allowing students to talk about their beliefs and preconceived notions about subjective ideas.  It is also important as a teacher to know your own biases so that you may confront them before entering the classroom. Teaching acceptance and appreciation for one another is above all most important and preserves the moral, ethical codes inside and outside of the classroom. 


Wednesday, November 28, 2012

Using Biology to teach Social justice

Hi Guys....Like Jennifer, my video is a few weeks late, no thanks to hurricane Sandy. enjoy!
http://www.youtube.com/watch?v=MujRjegW7uk&feature=youtu.be

Social Justice Practices in the English Classroom

Hey Guys!  I'm sorry that this is several weeks late...no power, technology problems (I'm not that great at it), and then the transcript notes of the video not posting so you at least could read what I was recording through video...(deep sigh).....

Well, here FINALLY is my video blog!  Uploaded and everything (I hope it works!).  I have the video and the link included here in case one thing or another doesn't work.

Check it out when you have the time! (JS)


http://www.youtube.com/watch?v=KxvxTi1kJ1g&feature=plcp

Wednesday, November 7, 2012

To what extent will the use of technology in the classroom influence student achievement?

Topic: To what extent will the use of technology in the classroom influence student achievement?
Research Survey: Interview (Questionnaire) Literature Review

Technology is considered to be the driving force of the 21st century. It has played and continues to play a major role in human development and existence. From hi-tech gadgets, the internet, smart phones and tablets, technology is basically part of our lives.
In schools, technology has helped both teachers and students to discover a part of them that was hidden, it has helped to change the way we teach and learn. Technology has influenced schools in ways that have created a domino effect on the society. The advent of the internet, smart boards, virtual manipulative, simulations and models has created a vast array of choices and opportunities for both teachers and students to choose and work with.

Technology is only effective when it achieves its specific goal. In other words, all the technology in the world may not produce any positive change if it is not used effectively to solve the required problem. That is where the human factor comes in. In this research, I have tried to ask the questions, find the facts and dissect in a analytic way the way technology would work effectively for our schools. There is an ongoing argument by stake holders and United states, congress on why there has not been a drastic improvement in education despite all the billion of dollars that was invested in technology since the 1990’s. It is a question worth asking and which requires an answer.

Contrary to the notion that pumping money into technology is the way to compete with other countries in Asia and Europe, who already have a well organized system of education that partners well with technology to yield maximum results. The reality is that, irrespective of the funds that have been pumped into developing technological applications for student learning, the factors that will ultimately result in the partnership between Education and technology to create a functional system for the future have not been identified or dealt with.  This is the purpose of this research: To identify how, why, if and which factors have or will influence student achievement provided there is better strategic solutions that will enhance good technology/education partnership.

Five Sources
1. Critical Issue: Technology: A catalyst for teaching and learning in the classroom. Gilbert Valdez, Ph D., director of North Central Regional Technology in Education Consortium. www.ncrel.org
2. Critical Issue: Using technology to improve student achievement
  Katherine McMillan Culp, Education Development Center. Inc, 2005. Www. ncrel.org  


3. Technology in Education: Apple Education, Engines for Education,  Cornell theory center, www. ncrel.org.
4. 8 ways technology is improving Education: Sarah Kessler, 2010, Mashable. www.mashable.com
5.  The case for social media in schools: www.Mashable.com

Tuesday, November 6, 2012

Teaching English as a Second Language and Social Justice

I find teaching English to speakers of other languages exciting because I understand the importance of what I am introuducing to these students. It is not only just a superficial language that is being taught to these young students, but the culture that comes along with it. Every word in every language, and especially every phrase in every language carries with it a special, cultural meaning that can only be fully 100% understood when it is placed within a context of that culture, or learned from within that culture. For example, "raining cats and dogs" is a phrase that would hardly be understood by people learning English as a second language. Of course, other languages have phrases that mean the same thing, which is something along the lines of "It's raining really hard.", and they too may or may not be idiomatic in nature. Often times these idiomatic phrases are anecdotal phrases that are funny, or rhyme, or are simply a metaphor that became permanent. The thing about them is, that they must be taught as a whole idea, within a context, much like individual words.
In relating these ideas to promoting Social Justice, I find it to be very easy to introduce topics which are relevant to Social Justice while teaching English as a Second Language. The field offers an unlimited number of topics. As long as it contains the target language than it is relevant to the subject. As a teacher of ESL, I must always include literacy and content area standards simulatenously, given that I am teaching a lesson in something other than English. For example, a history lesson taught to English Language Learners must contain Social Studies and Literacy standards. This I believe, provides me with an excellent opportunity to greatly vary my approach to these students, so that they may learn a new language while being taught content and culture.
The article that I am handing out on the Novemeber 7th class is a great example of this. The article itself is derived from a ESL lesson, but it contains interesting information on cultural understanding and geopolitics. Promoting cultural understanding, which is key to understanding a foreign language, is just one of many ways to promote social justice within an ESL classroom. (AI)

Student Motivation

My social justice research goal is to qualitatively measure what factors into students’ motivation to perform well academically in disadvantaged or impoverished neighborhoods.  My rationale behind this is thinking about all of the factors that economically disadvantaged students must think about in a given day as compared to their peers in affluent school districts, there may be different motivating factors for these students that are not being addressed by all of their teachers.  When a teenager must consider whether he/she will have a bed to sleep in or a stairwell at night, or if his/her family will have enough food to eat that week, or safety concerns in a neighborhood plagued with gang violence, that adolescent may not see the relevance in scoring highly on a biology exam.  For the student whose largest stressor is whether he/she will be awarded a new iphone from their parents for earning a good report card, that student’s biology exam is more significant to his/her life.  My goal is to discover specific aspects of a course/teacher that will motivate a student in a high needs district that may be different than factors for students with higher socioeconomic statuses. (CC)

Teaching Biology AND Social Justice?


 

Biology is a content area that may not generally come to mind when one thinks of teaching for social justice, however I see many options to teach content in Biology as an indirect social justice issue.  During the study of human genetics, gender issues can be addressed by talking about how there are more options than just male XY and female XX chromosomes.  Students’ eyes can be opened by discussing various genetic disorders and the learning disabilities or physical disabilities that these genetic defects can cause.  Through learning about genetics students can learn that it is not a choice to appear or behave a certain way but that traits are often in a person’s genes. 

Genetically modified food and cell research poses a controversy and bringing these new discoveries and research into the classroom can be teaching to social justice.  Since it may not be addressed in all areas, just having the facts and both sides of an argument on an issue that could impact every adolescent in the classroom is teaching with critical literacy and social justice issues in mind. (CC)

How can physics contribute to social justice? (gh)

            Physics can be incorporated into social justice in a variety of ways.  The fundamental concepts taught at the high school level can shed light on new technologies that have the potential to revolutionize the way we approach energy policy.  The cost of energy is a concern of every nation on earth.  What is the cost?  Do we have the supply to power a productive society and economy?  What non-traditional ways can you think of to produce enough energy to accomplish these goals?  These are all questions that can be posed to students learning basics both to help generate a more broad way of thinking and also to show them that if these models are extrapolated one can solve an assortment of different problems.  As one can see this works both ways.  Physics can be used to promote social justice issues but these same issues can be used to demonstrate that physics plays a role in our society.  By doing this you are encouraging those interested in physics to view the field in a different context while showing those interested in government and policy that physics and science education must be addressed and understood to make informed decisions. (gh)

Thursday, November 1, 2012

How can math contribute to social justice work?

Math can contribute to social justice work in many ways. Math can be used to figure out statistics about important social justice issues in the community or broader areas. We can introduce our students in a statistics course to how to gather the data and be able to graphically or verbally convey what is happening. Also, math gives us a way to quantify the injustices occurring. When people see statistics it is usually the most eye-opening for them. It can be a catalyst for change and cause people to want to do more to help their community, their peers, or their families. Many people do not connect math with social justice, but I believe it is extremely important to do so. As a future math teacher, I would like to teach my students ways that math can display social justice topics and issues and hopefully cause them to continue it in the future. I think social justice is something that can be intertwined into every subject, and has a different impact in each one. Math teachers need to make themselves familiar with the social injustices in their community and can use it  to collect data, make hypotheses, and hopefully collaborate with other clubs or departments to do a community project or start a new club at the school. The whole school should work together in order to promote justice, equality, and equity. (AM)

Wednesday, October 24, 2012

What factors contribute to the underrepresentation of women and minorities in physics?(GH)

In the limited research I have done on this topic so far I have come across some interesting yet troubling statistics.  In a paper published by the American Physical Society in May 2012 they state that 50% of women take some type of high school physics class.  But, at the university level only 20% of undergraduate bachelor degrees are received by women.  This is also the same rate at which women take an AP physics course in high school.  What can account for this gender gap?  Are women encouraged to engage in other sciences other than physics or do they actively seek out sciences were women are more evenly represented?  Take biology for example, women are over represented in the amount of undergraduate degrees awarded.  This could be that science technology and math are often looked at as one discipline where women are more evenly represented covering up the shortage of women in physics. 
For minorities the situation is similar, while 50% of white and Asian students take at least one physics class in high school only about 25% of African Americans take a physics class in high school.  Hispanic students have been awarded degrees at an increasingly higher rate but they are still under represented when compared to Asian and white students.  While a larger number of degrees of Hispanic students has gone up it has not kept pace with the rate at which the Hispanic population has increased.
For African American women the issue is compounded.  On average only 6 PhD’s in physics are awarded each year to women of color in the United States.  Although they are hired at the same rate as other graduates I can imagine them feeling some degree of isolation in the field.  How can they influence a younger generation to reach the same amount of success if they are so few and far between? 
Although I need to narrow this topic I want to know why this is the case and what can we do to get the percentage of undergraduate physics degrees given each year to more evenly represent the overall population. (gh)

Standardized Testing…?


Research Question:
To what extent is increased standardized testing and standardized assessments affecting how education (particularly the curriculum) in the middle schools and high schools is being structured? (How is standardized testing altering the face of education in America?)

With New York State joining the ranks of other states who, at the start of this academic year, initiated a new schedule for the quantity and quality of standardized testing as well as an increased amount of attention being dedicated to such an issue in several of my education seminars, I could not help but wonder what such a mindset was really doing to America’s educational system.  I have always found the struggle between whether to “teach to the test” or to teach content freely without any restrictions or necessary requirements an interesting topic.  How are educators structuring their lessons if they feel limited in what they can and cannot teach?  How are lessons and topics interdisciplinary or multidimensional if standardized examinations are looming overhead?  Since I began my observations in the schools, I have been listening to the various reactions that students and educators have to increased testing, and I am curious to conduct more thorough research from outside sources and within the schools themselves.  I believe it is important for future educators to learn more about this issue, its strengths and drawbacks to education, what individuals across the board think about it, and what kind of future we are creating for education if we continue along the path we as educators are on now.

To properly collect data from within the schools, it is my intention at this time to conduct surveys that will not only ask for the honest opinions of teachers, but will consider the perspectives of students, administrators, and possibly college professors as well (and if I am ambitious, maybe even some parents if at all possible to obtain their opinions).  Depending upon the responses, I may even consider interviewing several of the people who partake in the survey (a survey that will be conducted anonymously).  I would also be interested in looking at the collective results from the earliest assessments conducted this year to see if this new method of increased testing is harming or benefiting students and their teachers.  It is fascinating to also compare this country’s stance on standardized testing compared to other nations who lead in educational practices.  In an English classroom, there is a broad range of literary material and foundational information that must be taught to students and I am curious as to how increased standardized testing may or may not be altering curriculums.

Although I am still trying to piece together the exact means by which I hope to conduct my research, I do hope that my research into this topic will help me to answer several other questions included here and some I have yet to consider.  What are we as educators hoping to accomplish from an increased regiment of testing?  What are these assessments actually measuring in our students, our teachers, and our educational curriculums?  What should they be testing?  Are these assessments worth the time and energy it takes to administer them?  What is the “teaching to the test” mentality doing to American education?  How are students, educators, and administrators reacting to an increase in standardized testing?  How is standardized testing ensuring accountability in education and those involved in the experience?  Is there perhaps an alternative method of evaluating student/teacher achievement and/or progress? (JS)

Tuesday, October 23, 2012

Research topic information (RT)

Question: To what extent is the arrangements of classroom desks more effective?


A classroom desk arrangement gives students clues about how the instructor wishes for them to contribute, and the teaching style of the instructor. The ideal class design is the one which contributes to the instructor’s style of teaching and guides the class in the direction the teacher wishes. Knowing the advantages and disadvantages of each can help one set up their classroom to inspire students to react best to their lesson. 


I have been thinking about researching this topic because when I have observed a lot of times in many different classrooms, some rooms would have their desks in rows or in groups. The desks arrangements would also depend on what type of class it was. For example, Math classes that I observed had a mixture of desks in rows and in groups, but Science classes that I have seen seemed to always be in groups. So what factor or factors depend on the arrangement of classroom desks? I also need to know the advantages and disadvantages of classroom desk arrangements. There are various types of desks arrangements that I plan on focusing such as traditional row seating, U- shaped seating, clustered desks, and sectioned classroom. This is a study I plan to do research on and collect data from interviewing different teachers in the Hempstead school district because I am currently observing there.

How can educators promote LGBT acceptance in schools? SL

While this is still a working idea that I am playing around with, I am interested to know how as educators we would be able to promote more LGBT tolerance within schools. Knowing various people who have identified as LGBT, I realized that as these people went through school, no one ever really addressed LGBT issues, causing these students to feel somewhat isolated and confused. I am still working on how I would survey this issue. I feel that due to the amount of time we spend in the education system while we grow up, this is a crucial place for issues like these to be learned. I think that regardless of the content area, while it still may be slightly (but not impossible!) more difficult for those in the math and sciences to bring up these issues, they can be addressed in different ways and through different methods.

Math and Social Justice Research Question (AM)

How can math teachers incorporate social justice topics into their high school math curriculum?

For this research topic I would do research by looking for resources such as books or websites that have ideas about the topic. Another form of research I will do is survey teachers at the school I am observing at. I will ask the teachers if they incorporate social justice into the lessons. If they do, I will ask them how they do so and if they find it difficult. If not, I will ask (1) If they would like to? (2) Why they don't? (time, standardized tests, etc.). I would like to see how many high school math teachers actually find the time and the methods in order to incorporate social justice issues into their lessons.

I find this topic extremely interesting. I am going to be a high school math teacher and would love to know ways to involve social justice in my teaching. It seems pretty hard to find a connection between math and social justice, but I know that through the small amount of research I have done personally throughout this class, it is possible. After making my lesson plan, I realized how easy it really is, we just aren't aware. So, my goal of this research project is not only to get ideas for myself, but to also be able to educate other math teachers about the ability and ways to incorporate social justice into their lessons.

Bilingualism in America

To what extent should bilingualism be a part of American society?

This questions implicitly asks what the current state of bilingualism is in the United States while also implicitly asking what it should be in the future. My research will revolve around this question. I am mostly curious to investigate and understand the public perception of bilingualiam. And by bilingualism, this is absolutely not limited to just bilingual education,  though, it is an inherent part of it. Through surveys and interviews I intend on hearing what average, uninvolved citizens think about bilingualism, and how that compares to what people in the field already know or believe about this topic. Through carefully worded questioning, and using control groups, I intend to incorporate a slight aspect of psychological analysis to this study, all anonymously of course.

My personal answer to this question should be obvious, as a bilingual educator and as a bilingual human, so it will not be necessary to explain this further. I do think this is an important question to ask though, as it is an aspect of one of the most hotly debate topics in the United States for decades now: immigration. Much of what prompts discourse and sometimes rhetoric which adversely affects immigrant groups, stems from a linguistic xenophobia, or at least this is my hypothesis. I am interested in finding out if this really is so, and to what extent it may have an affect on the way immigrants are treated, both socially and politically. (AI)

Friday, October 19, 2012

Social Justice in Mathematics (MD)

What are some ways in which mathematics teachers
can incorporate social justice themes into their curricula?

There are many different topics in social justice which can be discussed in and experienced in many different situations.  Perhaps one of the hardest things for educators to do is to include these issues in their curricula and help shed some light on these topics to their students.  How can someone learn about acceptance of all different races in their math class? in their history class?  The latter seems much easier to answer because of the direct contact relating the two issues.  Advances in the field of civil rights and liberties is much easier seen in a history class but how can mathematics teachers include these powerful messages in their lessons and forms of assessment even?  Is it enough to simply make word problems phrased differently to point out social differences? Or is there something more effective which mathematics educators can do to help bring many of these social justice issues into their class room?

Thursday, October 18, 2012

Bullying in our schools

The research question i am going to look at is How does the type of bullying change throughout the levels of schooling.

I have made up a survey asking the age and gender of the person.  Then i ask overall how often they have been bullied using a likert scale.  Next, i will ask which levels of schooling they were bullied in including elementary (grades K-5), middle (grades 6-8), high (grades 9-12) and college level ages 18 and up.  After i break it down into categories and i list a bunch of different types of bullying and ask if the surveyor had experienced any or all of them.  They will circle the type(s) of bullying they have experienced.  I will also ask in each level of schooling, which type of bullying they received if any at all.  They will also be asked if they ever did seek help and if that help actually did something about it.  Finally i ask for suggestions to help our schools with the bullying epidemic.

I believe that it would be interesting to examine how the level of schooling affects the type of bullying exhibited.  Even though it is not in the title, i would like to look at gender and they type of bullying.  Also it is interesting to look at the open ended responses and to see the percentage of people who actually received help and whether the surveyor thought it was affective.

In conclusion, the point of the survey is to help out our schools and help our students.  Bullying is getting worse every day and there are more types of bullying that are being added to the list.  With people's suggestions and the research, hopefully we can use these ideas to make our schools safer places.

~SS

Wednesday, October 17, 2012

Leap between research and findings

In Chapter 8 of Change Matters, we are presented with the question of "What happens within that quantum leap between research and findings?" I think this is a very good question to consider, since it not only seeks the knowledge of what takes place in that process, but also begs that we critically and almost metacognitively analyze what occurs psychologically and even subconsciously that allows us to draw conclusions from information gathered in either qualitative or quantitative research. It is also a perfectly relevant note to be brought up in this chapter, since we as a class are beginning to delve into what we will be doing and how, for our research papers.
Another piece of relevance I found within this question, is this interesting notion of considering what is taking place in our minds as we draw our conclusions. That is, what kind of presuppositions are we allowing to permeate into our findings. This connects seamlessly with what was discussed in class today, and ultimately ties into our paper, which is becoming more and more the focal point of the class. It will be interesting, and important, to metacognitively note what mechanisms are at work in reaching my final conclusions based off of the research that I will have gathered. (AI)

An effective plan of action for change (gh)

How does one create an effective plan of action in order to motivate a call to action?  First one must identify an issue or situation that needs to be addressed.  This issue must be specific and hold some direct significance to the person trying to enact change.  Think about the most successful movements and revolutions throughout history from America’s war for independence to the Civil Rights Movement.  A commonality that all successful movements share is that they were started by individuals or groups on a local scale that looked to change one specific injustice, weather it was the Boston Tea Party or diner sit-ins.  These actions protested one specific inequality but the values held by these individuals and the oppression they were fighting against could be extrapolated and embraced by others in different communities with similar grievances.  A movement must start small and then branch out, in other words it must start bottom-up instead of top-down.  Second the issue at hand must be evaluated objectively and arguments must be constructed in a way to persuade people who have been indoctrinated against the change a movement is trying to enact.  By starting from a universal premise, let us say equality for all for example, we can try to change one small injustice in a localized area.  Even though only one specific injustice was addressed the premise can be used to change situations across a broad spectrum of injustices.  Once this has occurred, a broad, objective, universal mission statement can be constructed that encompasses many injustices in that genre.  As a movement gains momentum and support the organization can become more centralized, tactically setting specific goals and objectives in the most efficient way to create change.  At this point the movement can still target certain inequalities in localized communities but possesses a network of support that can be used to propagate change.  (gh)     
"The cry of one is the cry of all"... Just like a pack of wolves in the frosting cold of the Scandinavia Achipelago, the call to other or service is one that is chorused by all involved. The same principle applies to creating an effective plan of action to motivate others for a particular course. If we take our minds back to Selma, Alabama in 1960 United States, Martin Luther King Jr and his comrades used civil disobedience to alter the history of a country which needed direction regarding racial inequalities, Rosa Parks refused to offer her seat to  a white passenger in a bus at a time when colored people could only get a seat in the back, or what sparked the Arab spring, a kid in Tunisia sets himself on fire and that began a revolution that tumbled regimes . My point is, a call  to action often starts with an individual then is usually chorused by a group.

It is important also to understand that a call to action is usually a delicate issue, it is one that requires effective and careful planning. A call to action for a positive course can also quickly turn negative if things get out of hand because an effective strategy was not put in place. It is what mentioning also that planning a protest for change requires connecting all the necessary and appropriate authorities. For example, a general concensus of the course for which the protest or action will be attributed to must be in line with the laws of the land, in some cases they must at least be carried allowed to exercise civil rights both individually and as a group. The appropriate government representatives, Police Department, general public must all be notified if a protest is to take place in a particular area.  As an organizer of a call to action, the most important issue for you is to make sure that your goals are achieved as a result of the action taken. Therefore, keeping that in mind, planning your actions strategically to minimize or eliminate any form of casualty should be foremost on your agenda. Although, things can quickly degenerate into a chaotic situation, so it is necessary to have an alternative plan should things get out of hand.

Finally, a call to action can either be for a good or bad course. It is paramount that irrespective of which side of the aisle you belong, you want to have a plan that will respect other people's opinion but also drive home your own point with much conviction. Violence is not an effective form of a call to action, therefore, as an organizer, I want to ensure that my rallying call is one that will not in any form attract or condone any act of violence but an action that will speak louder than voice. Silence, if used effectively sometimes is the best form of change.          

Tuesday, October 16, 2012

Calling Our Students to Action…


"An ounce of action is worth a ton of theory." ~ Friedrich Engels
"You don't have to be great to get started, but you have to get started to be great." ~ Les Brown
"Success will never be a big step in the future, success is a small step taken just now. " ~ Jonatan Martensson
“The world is a dangerous place, not because of those who do evil, but because of those who look on and do nothing.” - Albert Einstein

As educators, it is crucial for our students to encounter a learning experience where they all begin on an equal stepping stone, but then have the opportunity to branch off and excel at their own equitable rate.  By incorporating such techniques as differentiation, students are not learning through a single mode, but rather are being challenged at a level slightly above where they are currently studying.  The same objective is being addressed but in a way that is unique to every learner.  Once all learners in your classroom – including the educator - have been provided with a means to achieve personal success, then the next phase is to bring that success into the local and global communities, to make learners realize that the knowledge obtained in the classroom has applicable purpose in the “real” world.

Education is not one-dimensional.  What is learned within the parameters of our schools cannot and should not remain there.  We take our knowledge into the real world every day whether we realize it or not.  So how do we as educators encourage our students to become agents for change?  How do we create effective plans of action in order to motivate a call of action in our students?  An interdisciplinary approach to teaching that can begin to guide our students and more importantly our schools towards active change is Service Learning.  When approaching a particular unit in English, the sciences, history, foreign languages, even mathematics, it is important to incorporate meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.  As a means of social justice in practice in the classroom and society, service learning takes what is being learned in schools to solve real-life problems.  Students not only study the content knowledge of a particular subject, but they utilize such knowledge to become actively contributing citizens and community members through the various services that they perform.  The changes and actions that are being made by the students do not have to be large-scale projects, but can involve issues they encounter on a day-to-day basis such as bullying, pollution, recycling, environmental issues, natural disasters, the value of proper exercise and nutrition, poverty, hunger, homelessness, etc.  Service learning then is an effective plan of action to calling our students into ACTION.

If students begin to recognize that they have the knowledge and power at their disposal to make a difference in the world, then real, genuine CHANGE can come about in the world today and in the future to come. (JS)

"Closing the gap" - SL

I would just like to respond to last week's class when we read the article about the doctor who felt he was "closing the gap" for social justice in education. I was shocked to read this article. It is a scary thing to think that students are using performance enhancing drugs so frequently whether it is for academic or physical use so often these days. I find this to be such a shame, it is actually working against what the doctor was trying to do. This creates an even larger gap for those students out there who struggle and actually need these drugs to focus and get their schoolwork done. This causes students who were doing well before to excel even more while students who were struggling are again trying to catch up. What I found even more alarming was that parents were the majority of those who were for these kinds of practices. It seems that with a lot of issues educators face today, the majority of them deal with beliefs and actions which start at home. This causes me to believe how important it is for more teacher and parent communication as well as more parent involvement in the classroom.

Equaliy vs. Equiy (MD)

How do we establish a balance of equality and equity in the classroom?
This has always been a  very "loaded" question because i does not only ask the obvious question of "Where do we find a balance between these 2 concepts of equity and equality?", but it also asks us to look and define what they mean to us.  To me "Equality" in education is just very straight forward as, everyone (all students regardless of any social or other differences) receives the same treatment and accommodations / sets of standards / resources.  "Equity" is a much more complicated and different term entirely.  My definition of "Equity" would involve the actions of an outside party "leveling the playing field" so to speak so that all people (regardless of any social or other difference) are privy to the same opportunities to succeed in a given field or environment.  Legal definitions aside, embracing equity in my mind would involve providing some resources to some students, which lack the natural abilities to function without them.  For example a student which has a severe condition which affects their ability to concentrate for a certain period of time and cannot add or subtract simple or complex numbers like 8+2 or (3/2) + (2/9) may be given a calculator on a test or some type of assessment or even during class time, whereas others who do not have troubles performing these mental computations would not be allowed access to a calculator in one or more of these areas.  I myself am only a fan of very mild equity due to my values being set on equality.  If it were reasonable in my mind, equality would be the only way to exist and operate, however being aware and knowledgeable of certain extenuating factors and disabilities etc. make me favor providing equity to some students in the education system.

MD

Equality for Students with Disabilities


Chapter 4 in Change Matters (AM)

http://youtu.be/Pb8WSXuwvG8

Monday, October 15, 2012

Equality vs Equity (rt)

Equality denotes that everyone is at the same level. Equity represents fairness, or what may be defined as the equality of outcomes. In education, equality means treating all students equally despite of their individual differences while equity is about doing the right thing by all students, ensuring the rules are the same for all. The difference is not very large but is based upon the fact that not every one has been created equally in nature and we all have requirements and necessities that differ from others. Some people are tall, while some are short. Some people are overweight, while there are thin people also. So you cannot expect all of them to eat the same quantity or amount of food. From this example lies a clear difference between equity and equality. Thus it is clear that though equality is a good thing and needs to be followed across genders and religions, equity is what creates the principal of making sure that each student can learn the same education through different resources and requirements.

Wednesday, October 10, 2012

Equality Vs. Equity (gh)

            How do we establish a balance of equality and equity in the classroom?  These two words are often thought of as synonymous but this is not the case.  Should we apply the same “equally fair” standard to everyone or should we acknowledge “equitable inequalities” that apply to specific groups or individuals?  Students and groups of students have individual needs, abilities and deficiencies.  As educators we should be aware of these and try to accommodate students to the best of our ability.  Individuals learn in different capacities and a “one size fits all” approach is not the most efficient way to maximize someone’s educational experience.
            The expectations of students should be equally high; by this we mean that they should be expected to further their existing knowledge in a particular subject area.  However, how much knowledge they ultimately should be expected to gain should be determined on an individual basis.  Interest, necessity, and ability should be taken into account when determining individual expectations of a student.  A student who excels at physics and could study it at the university level and may potentially obtain a career in this field should be held to a higher standard than a student who has a learning disability or does not possess adequate prerequisite skills to obtain equally high grades.  Even though these students will not get the same grade on the same test they should show how they built on their previous knowledge.  These students have two different individual potentials in this subject but each should be pushed to reach the ceiling of their understanding.  Words of encouragement expressed to the disadvantaged student for barely passing a test may be appropriate.  While expressing disappointment to the more exceptional student for getting an 85 may be equally appropriate. There must be a culture or atmosphere of showing improvement and always getting better and less emphasis on being the best. (gh)
           

Tuesday, October 9, 2012

Equity and Equality in the classrrom

A school is an institution of learning, a place where everybody plays by the same set of rules. An arena of equality and equity. A classroom is where students of all shades, background and culture mingle in one accord. A place where fairness is the golden rule. Equality, by definition means the quality of being equal, while equity is defined as the quality of being fair and impartial. This two definitions are close in meaning but very different in context. For example, a classroom of twenty kids, two of whom have learning disabilities and can not learn at the same rate with their colleagues. In this case, the students with disabilities have to be supplied the same resources and tools to make them  succeed just like their colleagues.  Or consider a situation where a new immigrant student who has to learn English before learning the content is thrust in a class full of students whose native tongue is English . Such a student, if not properly managed, will be at a disadvantage.

The job of a teacher is to make sure that such a student is carried along and handed the same opportunities to succeed. Our responsibility is to make sure that all the kids in our class are treated fairly and impartially, therefore,  making them succeed in every way possible should be our goal. We understand that not all students learn in the same way, some learn faster than others. We do know that there are Kinsethic, auditory and visual learners, We as educators are must make sure that everyone is given a fair share of quality time and resources for which to help them succeed.


Different factors can affect a students ability to cope with classroom activities, Immigration status, learning disabilities,race and  social class are a few  that can hinder a level playing field in the classroom. That is why it is important for teachers not to make assumptions but to consider that all students require the same level of attention and resources that will equip them with tools and resources to succeed just like everybody else.


Differentiating a classroom is a way of ensuring that everybody gets a fair share of instruction in the best way to help them understand the lesson. Teachers should also try to find out more about their students by engaging them. Some students might sit quietly in the classroom without the teacher knowing that they need to be catered for specially. All our energy should be channeled towards making sure that the classroom is a free and fair environment. Students should be free to express themselves culturally at all times, we must create an atmosphere of respect and acceptance in the classroom.(OO)          

Equity vs Equality in the Classroom - SL

Equity and equality are both very important in the classroom. Equality in the classroom ensures that everyone is treated equally and fairly, while equity basically ensures that needs are met. While equality is very important in the classroom, I feel that it is more important that there is equity within the classroom. If everyone were to always be treated equally and viewed as the same, students who require certain ways of teaching and have special needs would not be able to obtain the help and support that they need within the classroom. It is important to promote equality in the sense that no student is better than the other although I definitely feel it is more important to ensure that students are getting the extra or specific support they need in order to strive. In this case, not all students are equal and should not be treated equally.

Equity and Equality in the classroom

To provide equity while treating all students equally is a never-ending task which requires a great deal of work and conscientiousness. To treat all students equally is the more obvious of these two aspects, in that it can be reflected in the teacher's outright behaviors toward students; it can readily be observed; however, it may be difficult at times for a teacher to recognize their own behaviors, therefore making critical reflection important if not necessary.

Equity is the more inconspicuous of the two, because it requires time and understanding on the part of the teacher, and it never is fully completed. Take the example of being an English as a Second Language teacher. There is something called "Leveled Questioning", which allows the teacher to involve all students equally by providing them with an equitous opportunity to understand and be engaged. What this teaching strategy does, is hold different expectations for students with varying LEPs (Limited English Proficiencies), e.g. a student barely understands any english. It would certainly be unreasonable to expect this student to give detailed explanations to a question, so by leveling your question to this student, by making it reasonable, you might ask a question that requires a simple one-word answer. This allows the student to be involved, which is a form of providing equity to all students, even though the particulars of the lesson are not being delivered equally to all students. (AI)

Monday, October 8, 2012

Can we really favor one over the other: Equity and Equality in the Classroom


For most of my educational studies, all I have ever heard was that as future educators the classroom needs to be a place where every individual must be treated equally.  But what exactly does it mean to treat everyone equally, and is that truly enough to promote educational growth in students and teachers alike?  To begin to recognize the significance of equality and equity in the classroom, it is crucial for educators to understand that the two terms are NOT interchangeable (and right now in our current educational system, many individuals are confusing the two).
            While equality often references the notion of everyone being treated equally or on the same terms (no one individual valued as more important than any other).  Every student has the right to receive an education, every student deserves respect in the classroom, every student should be offered the same opportunities in and out of the classroom, should they so desire to utilize them.  Equity, on the other hand, is the crucial factor in education today that is missing, for it is through equity that every student’s unique differences are addressed in one way or another in and out of the classroom.  By introducing equitable practices such as differentiated instruction, educators must realize that EVERY student’s specific learning abilities/strategies need to be addressed in the learning environment.  No one receives information or exhibits information in exactly the same way, and to assume that you can walk into a classroom and expect all learners to adhere to one method of teaching is ludicrous.  If we ignore the talents of our students, then we miss out on the opportunity to utilize their strengths for the benefit of all learners.
            Now with a clearer understanding of why it is necessary to provide equality and equity within the educational system, as educators we need to find the appropriate methods that will allow our students to excel in their own learning processes as well as to learn new approaches to comprehension and analysis.  Equity allows educators to “decrease [the] instances of oppression” (Alsup 98) in the classroom and also promotes the “enhance[ment] of equal opportunities for all students in our schools, regardless of ethnicity, race, age, gender, sexual orientation, ability, or social class” (Alsup 98-99).  By designing lessons that provide various approaches to a single question or context, we begin to adapt our lessons to the students rather than to the tests.  In this way, understanding Bloom’s Taxonomy and other methods of discerning learning ability in students can educators shape lessons to them and to their social constructs.
            Equality is the stepping stone towards equity (and accountability) in the classroom.  If everyone believes that they are being seen and treated as equals, then they will find that their specific needs are being addressed as well. (JS)

“We must merge our traditional sense of schooling with the real world. What we do in school must not insult the child's past but must build upon his past and encourage future learning.” -Sigmund Boloz

“The secret of education lies in respecting the pupil.” -Ralph Waldo Emerson

 “An education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you do know and what you don't.” -Anatole France

 “I am only one, but still I am one. I cannot do everything, but still I can do something; and because I cannot do everything, I will not refuse to do something I can do.” -Edward Everett Hale

 “The child becomes largely what it is taught; hence we must watch what we teach it, and how we live before it.” -Jane Addams

 “The true teacher defends his pupils against his own personal influence. He inspires self-distrust. He guides their eyes from himself to the spirit that quickens him. He will have no disciple.” -Amos Bronson Alcott

Sunday, October 7, 2012

Equality and Equity in the Classroom

I believe that equality and equity are both extremely important in the classroom. I will first start off with my definitions of the two terms. I see equality as giving everybody the same treatment no matter what and treat them as equals. Equity is giving everybody what they need, but what they need may not be equal to what somebody else needs. Equality comes into play with classroom rules, who you call on in class, and the amount of attention you give to a student. You must give every student the same respect, time, and effort as every other student, or at least make that time available to them if they would like it. If you give extra help for one student, all students should be offered it. However, if you have students in your class with different disabilities or handicapping conditions, it is not fair to them to treat them "equally" to their peers. Those students may need differentiated instruction or extra technology, or modified seating arrangements. Teachers cannot be in a class and expect to treat the gifted students, the typically achieving students, and the poor achieving students the same way and use the same assignments and the same teaching strategies. We need to learn who is in our class and adapt to each individual's needs. If we have one student who needs auditory learning, one who needs kinesthetic, and one who needs visual, then we must incorporate all three techniques into our teaching. Our job as teachers is to cater to our students needs and educate them in the best and most effective way possible. All students have the right to learn and have the right to be taught in the way that best suits their needs. We have to make sure not to treat all aspects of our teaching with equality, otherwise by doing so we will leave students out. (AM)

Wednesday, October 3, 2012

for Anti-Bullying Month

http://www.upworthy.com/bully-calls-news-anchor-fat-news-anchor-destroys-him-on-live-tv?g=3

The above clip depicts a version of bullying that we have not discussed in class.  Instead of bullying based upon gender, race, or sexuality, this woman is discriminated against because of her weight.  I think the e-mail referenced in this clip is hurtful, but highlights the importance of character education and anti-bullying education in schools.  When students do not understand how hurtful their actions and words can be, it doesn't stop at the high school level as shown by this man's completely unneccessary e-mail.  I also think this highlights some of the negative impacts from our media.  While being overweight is not good for health, neither is being as skinny as most models and celebrities portrayed on television and in magazines.  This is an example of a person overcoming bullying with a rational stance.  Cyber bullying is an issue at all levels that we need to be aware of and do our best to stop by teaching acceptance and valuing diversity. (CC)

A Safer Learning Environment for All


            Adolescence is a period of exploration, of seeking the truth to one’s identity and place within the constructs of society.  It is that awkward phase where we desperately want to hold onto our past selfs and our past beliefs, but also desire to make changes in our lives and in the way society perceives us to be.  Within the hallways, out in the schoolyard, and especially in our classrooms, it is important to create an environment that feels safe and is respectful of each individual’s differences.  As educators, we have a responsibility to our students to value and protect them and to encourage them to do the same with everyone they encounter, regardless of how they are treated in return.
            At one point or another in our educational careers we will be confronted by issues of gender and sexuality in the classroom.  In most instances, we will overhear our students teasing and harassing one another over their personal differences and beliefs that have been formed from misconceptions and intolerance.  Bullying cannot be an acceptable practice in our school system today.  As educators, who spend the most hours in a day with our students, students must understand that their differences are not weaknesses or reasons to be ridiculed by others, but rather are strengths that should be developed through their studies.  More must be done in our school environments to promote safety and growth for all, and here in New York State we are beginning to move in a direction that puts a student’s safety above all else.
            Taking effect in the state legislation as of July 1, 2012, the New York State Dignity for All Students Act now calls for an end to any and all forms of harassment, discrimination, and bullying in the school environment.  By promoting a more positive school culture where each student and educator feels as if they belong and are respected, then a shift can be made in school curriculums as well that address diversity and sensitivity as we all move towards becoming better world citizens.  Such a law is necessary due to the alarming rate in reported and more importantly unreported incidents of bullying experienced by students as well as the relative inactivity of schools and professionals to intervene before and after incidents.  It is time that educators and schools are held accountable for what occurs in the lives of students and educators.  No one should feel as if they are unsafe or disrespected in the classroom.  If an effort is taken in our lessons and actions as educators, then we can guide our students to be more accepting of the differences of others.  Teachers do not have to fear controversial issues arising in their class discussions if everyone involved understands that there is a level of respect that must not be violated and that everyone is entitled to his/her opinions.
            In my English classes, I intend to present my students with literature that will address different issues of gender, ethnicity, sexuality, race, etc. that they may encounter once they step outside the classroom.  Providing students with literature that address issues they are familiar with because they are experiencing them in their own lives makes the controversial issues more personal to the students and the educators.  If they feel as if what they are reading it connected to their lives, then they will have a stronger desire to become immersed in the text.  By beginning with the literature they are reading, I hope that students will begin to respect each other’s differences and to obtain a desire to learn more about different cultures and personal characteristics.  If change is to come about in our schools and in the world community, then our students must become advocates that look towards promoting the safety of everyone. (JS)

What roles do gender and sexuality play in schooling (gh)

                Gender and sexuality have a frequent and significant impact on daily classroom interactions.  Gender roles and sexual orientation are socially constructed labels that students recognized as “normal”.  This notion is reinforced in pop culture, music, TV shows, religion and interactions with peers.  However, not everyone that attends school share the same experiences or home-life.  As educators we must address topics of gender roles and sexuality from a neutral perspective, trying not to indoctrinate students with our beliefs but creating an environment of acceptance.  In classroom discussions students may accidentally reveal things about themselves or their families that they have previously kept private.  Someone may have same-sex parents or might reveal themselves to be LGBT and these people need to feel safe, accepted and free from judgment in our classrooms.  Adolescence is a very stressful time for every student; this is when they are trying to figure out their own identities and values.  LGBT students can suffer even more stress because they are finding out who they are and this can clash with “normal” cultural standards.  As teachers, we can challenge these cultural standards thus creating a forum for open, respectful discussion resulting in a more accepting, informed and enlightened student population.  (gh)

Tuesday, October 2, 2012

What role does gender and sexuality play in schooling?

 What role does gender and sexuality play in schooling? -MD
In many situations, gender roles play a large part in one's performance in the school setting.  It has been reported that exposure to different ideas have had such a profound impact on some people that it directly correlates with results on tests and performance outcomes in the school setting.  For example if a male student were to be told right before a test that all males that take that particular test consistently score much better than females on that particular test, they would be more likely to have a higher degree of confidence when taking that test and be more predisposed at having a better outcome than females.  I am not aware of any studies that suggest similar outcomes for members of the LGBTSSA community, but I feel that maybe these results would be similar.  Gender and sexuality most definitely predispose people towards having different opinions on members of the LGBTSSA community.  These factors also definitely contribute to ones own opinion of themselves and predisposes them to what their own stereotypes are of members of a certain group, and sexuality.
-MD

Gender roles and LGBT in the classroom


Gender and sexuality in the classroom do play a role, although I think it is often one that is overlooked.  Whether it is something we realize, or consider day to day life, certain expectations (or incorrect preconceived notions) exist in our heads that often stem from media or the home.  I doubt there are many teachers that feel they purposefully do not include LGBT or different genders as equals in their classroom.  That said, I agree with Morgan, Mancl, Kaffar & Ferrerira in that many teachers have little or no training in how to effectively teach and include LGBT students in their classes, especially those students that have learning disabilities.  I think it is important to reference not only straight couples and relationships but all types of relationship possibilities in sample questions, discussions, etc.
            As a future science teacher, I feel gender roles are issues I will need to try to constantly be aware of in my classroom because of this idea that women do not succeed in science.  Luckily for me there are plenty of female biologists I can teach students about and focus on in projects.  I think the achievement gap has closed a bit regarding expectations on gender achievement in the sciences, but it did not disappear.  Gender role differences very much still exist in society and as educators I feel it is important to work to discourage them.  For example, I discussed with a colleague today a biography on the first female sushi chef and the difficulties she faced entering a profession and training for a career that historically did not allow females in.  She faced discrimination and abuse during school and struggled to find a job despite her talents.  Situations like this exist in many fields and prove that while gender differences may be less of an issue today than in the past, they still exist. (CC)
            

LGBT IN CLASSROOMS

I watched a film titled "bullied" on Sunday, it was an emotional movie based on the true life story of a young boy from Ashley, Wisconsin. The boy named Christopher was bullied, harassed and tortured due to his sexuality by classmates while in middle and high school. What struck me most was that he did not get any help from the people who were supposed to protect and make the school safe for him. School administrators constantly neglected pleas from both the boy and his mother. Eventually, a lawsuit was filed against  Ashley school district and in a historic landmark verdict, the court ruled in favor of Chris and was awarded a settlement of  $900,000. Watching this movie almost made me cry and I silently thought to myself how many other Chris are out there going through the same ordeal because of their sexuality. It is prevalent among middle school students as well as some high school kids to tease and torment someone who is considered an outsider or someone that "acts funny". An 11 year old boy hung himself after being subjected to anti-gay slurs in 2011, these kind of incidences have no place in school. Just like race and ethnicity sexuality of individuals should be up there among the list of unacceptable practices and should not be tolerated in any way, shape or form.

We as educators have a responsibility to be mandated reporters, as professionals, our first job is to secure a safe and sound environment for all the students in our classroom. The classroom is supposed to be a secure place where all students can feel free, therefore it is paramount that we lay ground rules and maintain a zero tolerance policy on the issue of acceptance or tolerance and mutual respect. Statistics have shown that students who are victims of this abuse and harassment almost never report the issue because they feel that adults will do nothing about it. It is also our duty to notice and correct suspicious behavior or bias when in the classroom, we must address student concerns accordingly. We can make an impact by working with the school and community on raising awareness on the issue of gender and sexual orientation tolerance.

It is not right for anybody to be subjected to taunts or harassment because of their orientation, the school is an institution of learning, teaching students to accept differences in people is part of our responsibilities as teachers. We must remember that our goal is to protect our students and help shape responsible citizens of the society, this process starts from the classroom and should not be limited to academic achievements.(oo)             

Role of Gender in the Classroom

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When students do not conform to their gender's specific stereotypes and roles, they tend to be bullied by their peers. Boys are supposed to be tough, strong, aggressive, and athletic. They need to be masculine to be accepted by their peers. However, if boys do not conform to these roles and stereotypes they are judged and are bullied. Boys tend to use homophobic slurs in order to define their masculinity, and make them feel better about themselves. Girls find the need to conform to their stereotypes of being pretty, skinny, dependent, and weak. Girls are afraid to show strength and power in school because they know that the boys are supposed to be in charge. They also tend to have emotional and physical problems from trying to become like the underweight television stars and models that they always see. When students follow these stereotypes it affects their health, as well as their ability to learn in our classroom. They cannot learn properly if they are focusing on being bullied or losing weight. They need to be taught that these stereotypes do not define them as a person and they have to just be themselves. Also, stereotypes pinning specific genders to specific subjects, such as females can’t do math, tend to shy some students away from those subjects and not perform as well because they believe in the stereotypes. The psychological effects of these stereotypes make them become true when they are not. As a math teacher I will make sure to let my students know not to follow these stereotypes and to know that they can all succeed and can all do well at math. Gender stereotyping affects our students greatly, so we need to do everything we can to explain to them the negative effects of it and explain why stereotypes do not define them as an individual. (AM)

Gender identity with schools

As  previous posters have already stated, the school environment propagates gender roles mostly inadvertently. These gender roles are instilled into children in almost every arena of their lives, even at home, and quite often before the child is even born by choosing to paint their room either blue or pink. Of course, this is a result of society's expectations for what a 'normal' child must be like, and this goes as far as what a child dresses like, what they sound like when they speak, what they enjoy doing and the types of friends they're supposed to hang out with.

I am not suggesting this gender role expectations are a bad thing, or that they are even damaging. I think human nature will always insure that just as cultures identify by their music, accent, dress styles, etc..., that genders will too, find ways to respresent their gender and identify within their own gender. One negative aspect of this natural tendency of sociological behavior is that it encourages a certain type of ignorance. It is the same type of thinking that makes it "weird" for a girl play with cars and a boy to play with dolls. If our culture had established that it was expected and normal for a girl to play with toy cars then I think they would indeed, be doing it.

Considering all of this leads me to believe that gender roles have their function with every society, however, the actual expectations, the actual ways of behaving or dressing etcetera, are completely arbitrary and subject to change; this is I believe, what is important that students and adults alike understand. (AI)

Monday, October 1, 2012

Acceptence of Students with Disabilities

I found it interesting that special educators had a bias to students who identify as LGBT.  The article stated that most special educators had a belief that students with disabilites are asexual and they believed that there is no way that students with disabilites could be homosexual.

This made me think of my brother.  He has Autism and has many social defecits.  He does not really know how to communicate well with people his own age and he has no male role models in his life.  He has difficuty understanding social cues and sarcasam, as most people with Autism tend to do.  I work with my borhter at a supermarket and it got back to me that he had went up to another employee (who happened to be a minor) and told her that she "had a nice ass" when she bent over.  Some of the male employees comended him on being a "player" and the females were insulted.  They consider him to be a creep because they do not understand that he has a disabiltiy and is naiive.

My brother is like a parrot; he copies everything that he sees on TV.  He watches Jerry Springer with me and he does not understand that his show is not reality and that is not how gentlemen are supposed to act. 

I believe that it is a good idea for teachers to discuss this topoic in the classroom.  I know that i have hesitated to do such lessons in the classroom for fear of the parent's reactions. Parents are like customers; they get what they want and they run the school district.  If they do not want you teaching their child about homosexuality, than you have to respec their wishes.  If the teacher does not get any resistence from the parents then it is best to incorporate it into the curriculum.

~SS

Saturday, September 29, 2012

gender and sexuality(RT)

 What role does gender and sexuality play in schooling? (RT)

The role that gender and sexuality play in schooling are when the identity of students in a classroom start to develop. Students always need to go use the bathroom and in every school there is a male and female bathroom. There is never an in between bathroom. Same goes for when a classroom is divided into groups for a class discussion or for a competition where you have girls versus boys. There is never an in between option with gender. Therefore, as children develop their identity, they will be developing their sexual identity; having to know which category they fall into. Society constructs many details that make up the category of what a male should be or look like and what a female should be or look like. Children start to fall into these categories from very young because of what they are exposed to.

The gender-role behavior of children seems to be strongly influenced by their identification with the males and females in their lives. All children pick up characteristics from the men and women around them, incorporating these traits into their own personalities and value systems. They are also influenced by television, sports heroes and adults in all other activities in their lives.

When it comes to schooling, gender comes into play when lessons in class are talking about human rights. Gender equality falls into that category. There would be conversations of how females did not have the right to vote at one point in time and comparing and contrasting those times with today's society. Gender and sexuality are very touchy topics to deal with in school because as a teacher or school administrator, you never want to offend any child.