Let's try this again

Well. It has been awhile since I last posted. The thoughts have not stopped though. They just have been channeled other ways I guess you could say. Lots to share regarding thoughts of critical pedagogy, race, class, language and education of course. New thoughts coming around the sociological side of education also. I will begin with a book I just finished The Art of Critical Pedagogy. This will take a few posts to get out, but want to start with the suggestion to just READ IT.

Critical pedagogy is one of those things that seems at times so lofty you must ask, can you really even put it into practice? Then if you put it into practice, is it still critical pedagogy? The whole theory vs. practice thing is nothing new to conversations around critical pedagogy. The Art of Critical Pedagogy does many things. The one thing it does arguably the best at is challenging us to wrestle with the theory of Freire, Giroux, Shor, McLaren and others, while at the same time examine a few experiences where it is clear the ideas of critical pedagogy are working. Within the specific context of urban education the role of critical pedagogy is not only a transformative practice, but also a means to challenging the status quo and beginning to shift the oppression that is U.S. public education.

In the next few posts I will discuss several areas of The Art of Critical Pedagogy and then also begin to think about and look for responses to how critical pedagogy is working in urban contexts across the U.S. and what it will truly take to begin more dialogue around the disparities in public education.

In the words of Jonathan Kozol, "An awful lot of people come to college with this strange idea that there's no longer segregation in America's schools, that our schools are basically equal; neither of these things is true." In the next few posts, both ideas about critical pedagogy from The Art of Critical Pedagogy and also ideas of inequity, inequality and disparity stemming from much of Jonathan Kozol's work will be discussed.

White Privilege

Today as I continued to read and ponder the thoughts of Tim Wise in his book White Like Me I came upon this excellent illustration for better understanding white privilege, especially for those of us who are thinking about it from the white perspective. In talking about denial and its role among white folks regarding white privilege Wise begins to lead on about how in many discussions whites do not see themselves as privileged and have a difficult time framing privilege. Wise follows with this excellent illustration that is a great question and test every white person should ask oneself and then think about the question of white privilege?

“Rather than ask whites how much compensation they would require to become black, I ask them: if they knew that there was a pill they could take, that when taken would cause those they don’t know already to perceive them as black, would they take it? To their friends, family, and all who knew them, they would still appear as they were, but to persons newly encountered, like police officers, bank officials, potential employers, or one’s teachers in the coming year, one would appear black.

Would they take that pill, perhaps before their next job interview? Would they take that pill the next time when they go to get a mortgage or business start-up loan? Would they take that pill before the first day of high school, or college, and every day thereafter, thereby allowing themselves to be seen by teachers as African-Americans? Would they take the pill the next time they went shopping, or had to drive a long distance?

I have asked the question several hundred times. I have not had one white person answer affirmatively. Not one.”

- (Wise, Tim. 2008, White Like Me. p.88)



I will spare the time and space and not give you a review of the book. But it is an excellent read on white privilege and antiracism regardless of where you stand, what you believe, what you will acknowledge, or who you are. A must read for white people and I know I will be buying a few of my friends copies. Also make sure to read the revised and updated version, which includes the epilogue that addresses white privilege and hurricane Katrina.



From the back of the book:

White Like Me is a personal examination of the way in which racial privilege shapes the lives of white Americans in every realm of daily life: employment, education, housing, criminal justice and elsewhere. Using stories from his own life, Tim Wise demonstrates the ways in which racism not only burdens people of color, but also benefits in relative terms, those who are “white like him.” Wise also discusses the ways in which racial privilege can harm whites in the long run and make progressive social change less likely. Using stories instead of stale statistics, Wise weaves a narrative that is at once readable and yet scholarly; analytical and yet accessible.

Two Sides To Bilingualism

In an increasingly global society, why does the United States continue to view multilingualism as a threat? What is the difference between immigrant bilingualism and native English-speaking Americans whom are bilingual?

"In a globalized economy, multilingualism ought to be seen as an asset, not a divisive threat" (2008, Suárez-Orozco, Suárez-Orozco, & Todorova, p.368).

In the conclusion of Learning a New Land by Suarez-Orozco, Suarez-Orozco and Todorova a book I just finished. The authors discuss "realistic language policies" and specifically the perceptions of being bilingual or multilingual. The majority perceptions placed on being bilingual or multlingual 1. Differ quite greatly depending on who the bilingual or multilingual person is. 2. Are seen more as a threat to the American identity than an asset. Why is it that in many corners of society the U.S. has taken a more global approach, yet when it comes to language, English seems to be the one aspect that does not shift? Perhaps considering this questions helps in answering why multilingualism can be seen as a threat. There are several factors that contribute to multilingualism being viewed as a threat: national pride, linguistic elitism, the idea that speaking other languages than English is not American, and even linguistic balkanization (p. 368-369).

However the idea and notion that multilingualism is a threat, especially in the United States where English is not only the dominant language, but also a language that is used universally in many areas of the world and "is the lingua franca of business, science, diplomacy and pop culture" (2008, p. 369) is very dangerous. It is dangerous and detrimental to all parties involved both native English speakers (for the future of their country) and non-native English speaking immigrants (to aid in their assimilation/acculturation and future role in society). Suárez-Orozco writes, "In a global society, however, compulsive monolingualism is dangerously anachronistic" (2008, p.368). There are many benefits in cultivating multilingualism and supporting the native langauges of immigrants. While true there are current circles in the U.S. where multilingualism or bilingualism are viewed as an asset, they are mostly elitist and have not transpired into the U.S. education system or been recognized as valuable among immigrants who may be multilingual or bilingual or only steps away from achieving that status.

So a question that should be thought about further is what is the difference between immigrant bilingualism and native English-speaking Americans who are bilingual?

Welcome

"Schools have never been neutral places. For centuries schools have been places where some people's children learn to be subordinate to other people's children."
- Madeleine R. Grumet

As a human, thinker, teacher, researcher and writer I daily think of the current institutions that shape society and the issues that challenge these institutions and are often oppressed by these institutions. Welcome to a space where a collection of semimonthly thoughts will be posted questioning, examining and reflecting on issues of language and immigration in education. We hope posts reflect a critical analysis of key issues that examine the current U.S. educational system, the impact of immigration and the role language, culture and other aspects play in these issues. We urge all readers to question and contribute their own thoughts through the comment board and hope to begin critical dialogue about immigration, education, language and much more.