Look at this video. It's beautiful how children with disabilities are able to perform Ballet when the opportunity is given to them without any judgements of their physical/mental condition.
http://www.youtube.com/watch?v=OkWlpYK77SA
About Me
- Yenifer Martinez
- Hi, everyone… My name is Yenifer. I am proudly Dominican. I’m a sophomore at Rhode Island College. I’m working on a B.A. in Sec. ED. with a concentration in Spanish and also an endorsement in Middle School (Math). About my personality I can say I’m very shy. I consider myself an honest and responsible person. My priorities have always been my education and my family. I like to read, listen to music and love food (Portuguese and Mexican are my favorites).
Wednesday, April 29, 2009
Tuesday, April 21, 2009
Diversity Event
The Mixer – April 8, 2009.
Sponsored by ALLIED.
This was a great event. The purpose was to tell others in/outside RIC about ALLIED and what it stands for. Many staffs and also people from other schools were invited. After some of the first members of ALLIED told their experiences and why they keep coming back, the guests had the opportunity to introduce themselves, make comments and ask questions. Well now I want to say why this event was so important not only for me but also for all that were there. I would start by telling what is ALLIED.
ALLIED started in 2006 as a small group with only 8 members. But now as of spring ‘09 there are around 34 members. What first began as a small group of students gathering together and advising each other, now has become an official class.
ALLIED is for students in the educational field. The class meets every Wednesday during the free period (12:00 – 2:00 pm). But the most important is that ALLIED is a diversity class and is constituted by “unrepresented” groups (LGBT, parents, African Americans, Latinos, Asian, etc.) in RIC. There are also white people in the class. So you may ask what a white person does in an unrepresented group. Well, s/he may be white but could also be a parent, or low-class, etc.
When students are ask why they keep coming back to ALLIED they say when they are in the class they feel like being at home and feel comfortable been with others that are in the same situation. Anybody in the education department can register for the class. If you do, you will not regret it. In ALLIED you get the advise you need as what classes to take, how to prepare for the PRAXIS, how to manage stress, what to do if you are failing a class, etc. And you also get FREE LUNCH every class. NOW, want to know who is the teacher of the class? Dr. Bogad. This is a 1 credit class and it’s free. So PLEASE get enroll so you can experience it yourself. If you want more info. Get in contact with Dr. Bogad.
i think this event can be related to:
Johnson: because we talked about many issues like how it feel to be part of an unrepresented group and how to advocate for yourself--"use the words"-2-find soultions and make a change.
Delpit: while talking about different strategies of how to speak up for your rights, the rules and codes of power are taught.
Carlson: there were many people who identify themselves as LGBT. During this event i could hear some of their experiences and how good they feel for been part of a group (a class like ALLIED) where many others are going through the same situation or something similar.
Sponsored by ALLIED.
This was a great event. The purpose was to tell others in/outside RIC about ALLIED and what it stands for. Many staffs and also people from other schools were invited. After some of the first members of ALLIED told their experiences and why they keep coming back, the guests had the opportunity to introduce themselves, make comments and ask questions. Well now I want to say why this event was so important not only for me but also for all that were there. I would start by telling what is ALLIED.
ALLIED started in 2006 as a small group with only 8 members. But now as of spring ‘09 there are around 34 members. What first began as a small group of students gathering together and advising each other, now has become an official class.
ALLIED is for students in the educational field. The class meets every Wednesday during the free period (12:00 – 2:00 pm). But the most important is that ALLIED is a diversity class and is constituted by “unrepresented” groups (LGBT, parents, African Americans, Latinos, Asian, etc.) in RIC. There are also white people in the class. So you may ask what a white person does in an unrepresented group. Well, s/he may be white but could also be a parent, or low-class, etc.
When students are ask why they keep coming back to ALLIED they say when they are in the class they feel like being at home and feel comfortable been with others that are in the same situation. Anybody in the education department can register for the class. If you do, you will not regret it. In ALLIED you get the advise you need as what classes to take, how to prepare for the PRAXIS, how to manage stress, what to do if you are failing a class, etc. And you also get FREE LUNCH every class. NOW, want to know who is the teacher of the class? Dr. Bogad. This is a 1 credit class and it’s free. So PLEASE get enroll so you can experience it yourself. If you want more info. Get in contact with Dr. Bogad.
i think this event can be related to:
Johnson: because we talked about many issues like how it feel to be part of an unrepresented group and how to advocate for yourself--"use the words"-2-find soultions and make a change.
Delpit: while talking about different strategies of how to speak up for your rights, the rules and codes of power are taught.
Carlson: there were many people who identify themselves as LGBT. During this event i could hear some of their experiences and how good they feel for been part of a group (a class like ALLIED) where many others are going through the same situation or something similar.
Monday, April 20, 2009
What Can We Do?
Becoming Part of the Solution
Allan G. Johnson
Johnson argues that the problem of privilege and oppression is not part of the past but that is happening now, in the present. In this article, Johnson offers a variety of actions every individual can perform in order to become part of the solution which would led to a big change not only in our society but in the whole world.
* "The problem of privilege and oppression is deep and wide, and to work with it we have to be able to see it clearly so that we can talk about it in useful ways." (p. 138)
In order for us to make any change about this big problem, first we need to recognize the problem exist and that each of us have something to do with it, directly or indirectly. We can't get deffensive because it can not take us anywhere. Then we have to talk about the problem, "use the words" as Johnson always says, so we can find solutions. Then we must ACT and finally, change would come...
PROBLEM-> see-> talk-> analyze-> solution-> ACT->->->->->CHANGE!!!!!!!!
* Myth 1: "It's always been this way , and it always will." (p. 142)
This is what most of us think. Don't want to sound rude, but after reading this part of Johnson article, i realized that most of us are really ignorant. I have to say i used to think that way, but reality is that when God first created the world nothing was the way it is today. Things have changed with the pass of the years and because majority of us are affraid to avocate for ourselves and work together so the world change and become what it was at the beginning.......not full of oppression but tolerance......
* Myth 2: "Gandhi's Paradox and the Myth of No Effect" (p.145)
Long-term + Short-term Work 2 soften = CHANGE!!!!!
Many of us think that one person's effort or action can't make any difference in such a big and complicated world. But i remember a saying dominican people always use, "drop by drop fills a glass". This is what Johnson argues in this part of his article, that the effort of anly one person can't do so much but what if another person take action and then another one, and so on... Is there any possibility of change? what Johnson is asking us is to work first by ourself and then collectively.
This world is crying for a change. We need to take action and stop complaining or getting deffensive. We need to recognize there is a big problem out there which is affecting every single individual. It doesn't matter if you are a privileged person or are part of the oppressed group, all of us need to work together. We need to have faith that the change would happen and be patient because, as Johnson mantions in his article, this is a long-term work...
Allan G. Johnson
Johnson argues that the problem of privilege and oppression is not part of the past but that is happening now, in the present. In this article, Johnson offers a variety of actions every individual can perform in order to become part of the solution which would led to a big change not only in our society but in the whole world.
* "The problem of privilege and oppression is deep and wide, and to work with it we have to be able to see it clearly so that we can talk about it in useful ways." (p. 138)
In order for us to make any change about this big problem, first we need to recognize the problem exist and that each of us have something to do with it, directly or indirectly. We can't get deffensive because it can not take us anywhere. Then we have to talk about the problem, "use the words" as Johnson always says, so we can find solutions. Then we must ACT and finally, change would come...
PROBLEM-> see-> talk-> analyze-> solution-> ACT->->->->->CHANGE!!!!!!!!
* Myth 1: "It's always been this way , and it always will." (p. 142)
This is what most of us think. Don't want to sound rude, but after reading this part of Johnson article, i realized that most of us are really ignorant. I have to say i used to think that way, but reality is that when God first created the world nothing was the way it is today. Things have changed with the pass of the years and because majority of us are affraid to avocate for ourselves and work together so the world change and become what it was at the beginning.......not full of oppression but tolerance......
* Myth 2: "Gandhi's Paradox and the Myth of No Effect" (p.145)
Long-term + Short-term Work 2 soften = CHANGE!!!!!
Many of us think that one person's effort or action can't make any difference in such a big and complicated world. But i remember a saying dominican people always use, "drop by drop fills a glass". This is what Johnson argues in this part of his article, that the effort of anly one person can't do so much but what if another person take action and then another one, and so on... Is there any possibility of change? what Johnson is asking us is to work first by ourself and then collectively.
This world is crying for a change. We need to take action and stop complaining or getting deffensive. We need to recognize there is a big problem out there which is affecting every single individual. It doesn't matter if you are a privileged person or are part of the oppressed group, all of us need to work together. We need to have faith that the change would happen and be patient because, as Johnson mantions in his article, this is a long-term work...
Tuesday, April 14, 2009
Citizenship in School:
Reconceptualizing Down Syndrome
Christopher Kliewer
The author argues that all children deserve the same education, it doesn't matter if he/her has any health or physical condition. What matters is education equity.
• "I started to notice that I didn't like the classes I was taking called special education. I had to go through special ed. almost all my life. I wanted to take other classes that interested me. I had never felt so mad, I wanted to cry. (Peterson, 1994, p.6)
It is sad that many children are placed in classes that they don’t even want to take just because they are considered to be disable. Sometimes these kids are placed in classes below their educational level. How can they keep learning if the opportunity is not given to them?
• “How absurd to be judged by others at all, especially by those who have never experienced a disability or who are unwillingly providing us with support or who don’t listen to the voices we have.” (p. 72)
This is totally true. I think no one can determine the capacity of a person, even if he/she has any disability, but the person himself. As the quote states, nobody who hasn’t go through something similar as these individuals with Down syndrome, can’t comprehend how it feels neither determine the educational level they are able to acquire.
• “If you came into the room and were told there was a retarded child in the class, a child with special needs, I don’t think you would pick Lee out. The kids really agree that he’s as capable as they are. Intellectually the same.” (p. 83)
When children with any disability are isolated, I mean placed in a specific classroom all together, and separated from those who are considered to be normal and capable, this creates a serious problem. The opportunity of having the same education as all others kids is taken away from them.
Christopher Kliewer
The author argues that all children deserve the same education, it doesn't matter if he/her has any health or physical condition. What matters is education equity.
• "I started to notice that I didn't like the classes I was taking called special education. I had to go through special ed. almost all my life. I wanted to take other classes that interested me. I had never felt so mad, I wanted to cry. (Peterson, 1994, p.6)
It is sad that many children are placed in classes that they don’t even want to take just because they are considered to be disable. Sometimes these kids are placed in classes below their educational level. How can they keep learning if the opportunity is not given to them?
• “How absurd to be judged by others at all, especially by those who have never experienced a disability or who are unwillingly providing us with support or who don’t listen to the voices we have.” (p. 72)
This is totally true. I think no one can determine the capacity of a person, even if he/she has any disability, but the person himself. As the quote states, nobody who hasn’t go through something similar as these individuals with Down syndrome, can’t comprehend how it feels neither determine the educational level they are able to acquire.
• “If you came into the room and were told there was a retarded child in the class, a child with special needs, I don’t think you would pick Lee out. The kids really agree that he’s as capable as they are. Intellectually the same.” (p. 83)
When children with any disability are isolated, I mean placed in a specific classroom all together, and separated from those who are considered to be normal and capable, this creates a serious problem. The opportunity of having the same education as all others kids is taken away from them.
Thursday, April 9, 2009
Social Class and the Hidden Curriculum of Work
Jean Anyon
The author argues that wealthy schools offer a better education and also prepare students so they can get better jobs than those who attend middle and working class schools. Anyon considers this to be a hidden curriculum. The author used examples of different schools to illustrate the influence of economic status in a child’s education.
• Working-Class Schools.
“In the two working class schools, work is following the steps of a procedure. The procedure is usually mechanical, involving rote behavior and very little decision making or choice. The teachers rarely explain why the work is being assigned, how it might connect to other assignments, or what the idea is that lies behind the procedure or gives it coherence and perhaps meaning or significance.”
• Middle-Class Schools.
“In middle-class school, work is getting the right answer. If one accumulates enough right answers, one gets a good grade. One must follow the directions in order to get the right answers, but the directions often call for some figuring, some choice, some decision making.”
• Affluent Professional School.
“In the affluent professional school, work is creative activity carried out independently. The students are continually asked to express and apply ideas and concepts. Work involves individual thought and expressiveness, expansion and illustration of ideas, and choice of appropriate method and material.”
The three quotes above show the difference between the education children acquire this depending on their economical status. For instance, there is a big gap between the education a working-class student and an upper-class student receive. All this is because of money. It doesn’t matter if the poor kid is intelligent and have the desires to succeed in life, the opportunity is denied to him. Expectation is another big problem affecting our schools. Most people expect a rich kid to do better in school than a middle-class or lower-class kid. I wonder how they can think that way. I know a rich kid has more input and more tools around him to use and become a very intelligent person. But can intelligence only be acquire with money? What if the same tools are offered to a poor kid in school? Wouldn’t he be as intelligent as the rich kid?
The author argues that wealthy schools offer a better education and also prepare students so they can get better jobs than those who attend middle and working class schools. Anyon considers this to be a hidden curriculum. The author used examples of different schools to illustrate the influence of economic status in a child’s education.
• Working-Class Schools.
“In the two working class schools, work is following the steps of a procedure. The procedure is usually mechanical, involving rote behavior and very little decision making or choice. The teachers rarely explain why the work is being assigned, how it might connect to other assignments, or what the idea is that lies behind the procedure or gives it coherence and perhaps meaning or significance.”
• Middle-Class Schools.
“In middle-class school, work is getting the right answer. If one accumulates enough right answers, one gets a good grade. One must follow the directions in order to get the right answers, but the directions often call for some figuring, some choice, some decision making.”
• Affluent Professional School.
“In the affluent professional school, work is creative activity carried out independently. The students are continually asked to express and apply ideas and concepts. Work involves individual thought and expressiveness, expansion and illustration of ideas, and choice of appropriate method and material.”
The three quotes above show the difference between the education children acquire this depending on their economical status. For instance, there is a big gap between the education a working-class student and an upper-class student receive. All this is because of money. It doesn’t matter if the poor kid is intelligent and have the desires to succeed in life, the opportunity is denied to him. Expectation is another big problem affecting our schools. Most people expect a rich kid to do better in school than a middle-class or lower-class kid. I wonder how they can think that way. I know a rich kid has more input and more tools around him to use and become a very intelligent person. But can intelligence only be acquire with money? What if the same tools are offered to a poor kid in school? Wouldn’t he be as intelligent as the rich kid?
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