Blog Post #7: "Eliminating Ableism in Education" by Thomas Hehir & "Examined Life" with Judith Butler & Sunaura Taylor (Argument)

 

    In "Eliminating Ableism in Education," Hehir argues that in a world where the dominant image towards individuals with disabilities is skewed, mostly negatively, fueled by ableist assumptions, it is important to provide schooling that aims for equity, and utilizes the proper methods that will set students up for success.  This perception involves the notion that disabilities are something that should be "overcame" or "conquered," rather than a livable facet of someone's daily life. Equity in this area involves schooling that is not afraid to be integrative. "Regular" classrooms should not only welcome students with disabilities-- unless requiring significant extra attention-- but they should also encourage community and assistance, so that the disabled individual can get the most out of it, rather than being guided full-time by an aide. Gaining some degrees of independence disproves the idea that disabled people are helpless, and is advantageous in the long run of the 'real world.' Additionally, they should receive the education that has been proven to be beneficial to them, which includes the visually impaired learning Braille and how to navigate with a cane-- ensuring that they stay on track with their literacy and mobility. Furthermore, there seems to be a present narrative that disabled peoples' impairments are solely hindering, and therefore they are "less than" as people, with their accomplishments being the only thing that displays their value. Schools should instead present those with disabilities naturally, and focus on the ordinariness of them, as well as the thing(s) that makes them different. This culminates in an environment that makes non-disabled people more comfortable with, and understanding towards, those facing disabilities, which hopefully helps to break a lot of the existing barriers between the two groups.

    In "Examined Life," disabled individual Sunaura Taylor discusses how these "barriers" have played a role in her life, as someone who has no issues cognitively, but doesn't have typical use of her joints, and moves by wheelchair. She says that she moved to San Francisco, CA because it's the “most accessible place in the world," which has allowed for, and resulted in, a much more widespread social acceptance of disabled people. Despite this, she still often feels like it is essentially a "political protest" to simply go and order a coffee, as asking somebody else for- even the most basic level of- help, can be a daunting task. Taylor also discusses the difference between impairment and disability, saying how impairment is merely a person's "unique embodiment," while disability encapsulates the "disabling" effects of society, which includes the reality that those with disabilities have less housing options, job opportunities, and are more commonly socially isolated. This perspective pairs well with the ideas perpetuated in the Hehir text because they both convey that society's response to disability, from their deep-rooted ableist assumptions, is what creates true tragedy for the disabled community.  

Point of discussion: The point that Hehir makes about society often pitying and infantilizing disabled individuals really stood out to me because I think that is one of the most common attitudes that people display. Whether it be someone with Down Syndrome or somebody who is bound to a wheelchair, I have witnessed non-disabled people treat these people like babies or 'dumb them down,' even if they are similar ages. I think it's important to treat these people more so as "equals," while still acknowledging their disability and their needs.

O&M Services

"Blind students learn Braille"

Blog Post #6: "Aria" by Richard Rodriguez and "Teaching Bilinguals" videos (Hyperlink)

    In "Aria," from Richard Rodriguez's book Tongue Tied, as well as the "Teaching Bilinguals" video series, there is a common theme, which is that bilingualism deserves to not just be acknowledged in the classroom, but celebrated, too. Richard details his experiences of learning English as a child, which was something he felt very reluctant to do, and essentially resented later on in life, as it changed the dynamics of his family. His teachers made it clear to him that he needed to speak this "public language," as it was the language that was most dominant in both his community, and American society at large. Rather than incorporating Richard's native language, the teachers, instead, suppressed it. This lack of comfortability and comprehension in the classroom created an environment in which Richard felt shy, afraid, and consistently confused. When he eventually made improvements on speaking English, he says that "the calming assurance that I belonged in public had at last taken hold." (Rodriguez, 36) From his perspective, "belonging" in America meant acting American and speaking like everybody else. This is an idea that strips a sense of individuality from someone, as it negates the presence and importance of the various other cultures within this nation. 

    The "Teaching Bilinguals" videos emphasized that students' diverse linguistic backgrounds are an asset, rather than a detriment. They can build on these "tools" that they have, from their unique identity, so that they can become successful in the dominant culture, but at the same time, stay in touch with their "roots." The goal in multilingual schools is to teach students how to use both English and Spanish critically, intentionally, creatively, and flexibly-- also known as translanguaging. One way this is done is through reading multicultural books featuring bilingual characters. Through research of multicultural literature in the Elementary classroom, author Alexandra Lee proposes that this type of content integration is essential for students to be able to form strong connections with what they are reading, starting at a young age, as they are given the opportunity to identify with the characters and/or struggles that are represented. She shares a personal anecdote, saying that she read a book for her college English class about a girl's Mexican heritage and familial issues, and was able to relate and reflect on it, and she wishes that that was a feeling that she could have achieved much sooner in life. Multicultural literature can not only teach students fundamentals such as author's word choice, but it also "provides mirrors for students to look at their own experiences and identities (...) and the experiences and identities of others." (Lee, 9)

Point of discussion: One of the videos mentions something that I feel is really important. They explain that it is of value to become a co-learner with your students, meaning that if you only know English, you can take the time to really connect with a new language. Even though this leaves you in a position where you may not know all the answers, and aren't the "expert," you at least are gaining empathy for the students that are experiencing that on a daily basis. Some bilingual students may come into school feeling tense, since on some days they are being surrounded with a language that is less familiar to them. Understanding the struggle, even briefly, connects the teacher to the student is a much deeper way.

Blog Post #5: Literacy with an Attitude by Patrick J. Finn (Connections)

    Literacy with an Attitude by author Patrick J. Finn puts forth the idea that working class people receive domesticating education in school, which is education that leads to functional literacy-- the basic capacities of being literate. On the other hand, the rich, a part of the upper class, receive empowering education, which results in the kind of literacy that can instill brilliance and dominance within someone. Finn shares his personal experiences as an educator, saying that he is a white man that has taught in schools in Chicago where his students were primarily working class. The relationship he has with his students is one in which he can learn from them, even calling them "hard-bitten teachers," due to their toughness and firm insights. Finn says that his students taught him to not "be so damned superior. Don't look down your nose at people out there teaching real children in real and sometimes dreadful circumstances. Don't question their intelligence, or their commitment, or their motives (Finn, 8)." It is common for educators, specifically those who are white, to enact their authority in a condescending way, perhaps with the belief that since they are the one with the degree, and the one standing in front of the classroom, that they are the expert. However, Lisa Delpit, in "The Silenced Dialogue" from Other People's Children, makes it clear that "The teacher cannot be the only expert in the classroom. To deny students their own expert knowledge is to disempower them (Delpit, 32-33)." The knowledge that a student has, particularly those within the working class, is unique, and stems from their individual background and culture. Having pre-conceived notions of groups from different races, and academic and economic standings, results in barriers, rather than a relationship that is more mutual. Listening to, and incorporating, unique information from students can be useful in a classroom setting, as it provides perspectives on an array of distinct communities. It also brings power to those that have continually been silenced and dispirited.      

    Finn also highlights the disparities within working class schools, in comparison to those in middle class, and above, focusing on curriculums and procedures at the fifth-grade level, as studied in Jean Anyon's work from a few decades ago. Alfie Kohn, a significant speaker and author, identifies "What to Look for in a Classroom" in his book The Schools Our Children Deserve. He includes good signs and instances that may be a cause of concern. The classroom environment that Finn describes is evidently more worrisome than satisfactory, for example, in the working class schools, there was little room for choices and freedom to improvise. Instead, it was standard to adhere to the set routine, and follow directions as given, with no exceptions. This even often involved teachers making derogatory remarks. In the middle class schools, work meant getting the correct answer, with little room for mistakes. There was also minimal creativity. Kohn conveys that instead of an "emphasis on facts and right answers," there should be an "emphasis on thoughtful exploration of complicated issues." Additionally, the educators shouldn't be "controlling and imperious," but rather respectful and genuine. These flaws work to impart a skewed idea of learning in the minds of the students, and overall does not give them the skills and qualities necessary to be prepared for "real life," and for jobs that are more desirable and "powerful." 

Point of discussion: If the "best" education will consistently cost the greatest amount of money, then this cycle of inequalities between social class and academics will continue. If the elite are receiving education shaping them to be "excellent," while the working class are receiving education causing them to be "resistant" to learning, and to success, then that makes it nearly impossible for the poor to make it from the 'bottom' to, truthfully, any place higher on the social 'ladder.' This reminds me of Delpit's point that- if you are not already a participant in the "culture of power," it is difficult to be, unless you are explicitly taught the rules and codes of that "dominant culture."

        Hyperlink:  Jean Anyon Full Study of Social Class in Schools