Article 1: The World Outside and Inside Schools
The author in this story of the world outside and inside the school is mainly based on the life of those immigrant students who come in from different countries and join the American schools which are mostly English-speaking schools. These immigrant students encounter different challenges and hardships in their education levels. First, they travel long distances just to join American schools and this process of traveling affects them physically and emotionally, they encounter problems such as learning English because most of these immigrants do come from non –English speaking schools and thus they can not be allowed in classes of the English student until they follow the instruction given in this language. The author is trying to show us what is involved in most homes, schools, and cultures and also what it means for young people to join new schools without knowing and understanding English. He also points out the issue of discrimination in terms of language spoken. For example, he tells us that there are two schools in one, meaning that the students who understand and speak fluent English have their class, they are separated from those who are still new and know little or none. This is not fair because it becomes hard for non-English students to learn as they are not allowed to share or talk with those who understand English.
The author also tried to show us the economic and social differences that existed between the Americans and the immigrants who settled in from different countries and states. For instance, he gave us a picture of the places occupied by the Mexican immigrant how they looked. Those places were neglected by their owners, buildings were never renovated and their grocery stores were too small. Compared to the other places occupied by the English people who are the whites, the buildings had been freshly painted, had clean grounds, and well-maintained playing fields. There is also social discrimination of the poor by rich people, the writer pointed out that society should change the teaching technique in schools to help in developing full intellectuals potential of all the citizens and also help them find their places in society other than creating boundaries between the English speaking students from the non-English speaking.
In summary, he points out the need for people to plan carefully and work quickly to consider those people and students who are suffering because they are eager to participate fully in society and achieve the American dream of a better life.
The author assumes that schools can be improved by allowing the usage of other native languages in the teaching process to increase class participation, reduce frustrations, limit school drop-outs and overcome vocabulary problems among the learners. He also has the assumption that, for teachers to move forward, they must have in mind the kind of society they want to have in the future or have a vision of what society they are creating through their teaching career. They are advised to have some ethical knowledge on how related education is to wider social and cultural relations (Yancey, p. 45).
The major question that occurs here is why would teachers create boundaries between the English-speaking student and non-English ones, yet they are in the same school where they are supposed to share ideas among themselves?
Article 2: White Privilege and Teaching
The author’s point of view is mainly based on prejudice and privileges. He points out that racial prejudice is negative ways shown to a particular person who has a different skin color. For example, from his story, we can tell that the person who is negatively affected here is that one with black skin color. While on the other hand privileges are mostly accorded to people with white color skins. The author is trying to bring out the point of racism in his story; He portrays a picture of the privileges given to the whites and their children at the expense of the black-skinned people with their children. For example, he illustrates how their children have enough confidence at school because they are sure that they will get all the information they need depending on the topic they chose to do, as most people in the school are from their race which is the white race, the children are sure that they will never be embarrassed due to low living standard levels, children are given promotions to other classes just as a privilege accorded to them for being white. Though they get all these privileges, they just take them for granted and they don’t even realize that as they are having those good or better lives and education someone somewhere is going through a lot of hardships. In summary, the author is much concerned with the racial discrimination shown especially to the black-skinned people without caring how they feel or survive.
Assumptions made here are that all the privileges are accorded to the white people and that this racial discrimination is done countrywide beginning from homes, working places, and schools. The author also assumes that the white people are taking for granted all the privileges their children are being given in schools at the cost of the black children to an extent that they do not take much keen interest in those privileges. For example, when he says that he takes for granted the procedures used to test for the achievements of the children and promotions to special classes, given the fact that the people (teachers) belong in the same category as the whites.
The author also assumes that racial discrimination is not only carried out in schools but also in the society where they live. It is a practice that began some years back. This is seen when he says that the children’s learning experience is made by the state and those who understand their racial history better.
By reading through this article, there are questions that one is left thing about, these include; what is the government or the state doing to help reduce or eliminate the problem of racial discrimination because it’s a prejudice that needs to be dealt with seriously to protect the black-skinned people.
The author has challenged my view on this issue of racism in a way that I feel the African American people undergo a lot of suffering because of racial discrimination and no one seems to care about it. Thus I feel that something has to be done to correct this problem of racism so that people can live happily and free. There is a need for justice for all people.
Article 3: Culturally Relevant Teaching within Traditional School Settings
In this article on culturally relevant teaching within traditional schools, the author points out the different teaching techniques used in American school curriculums. For instance, there is a standard-based and assessment curriculum and the pedagogical perspective which is culturally based teaching. It pointed out that the American teaching curriculum is a traditional one especially to the working-class students of white color and thus it was not favoring the African American students. The curriculum is irrelevant for the present and future generation especially to the African American students because they were only taught how to read, write and do arithmetic repeatedly.
The author points out the better method of teaching that is beneficial to both the teacher and the students and this is the culturally responsive teaching which leads to a better relationship between the teacher and the students because they both learn from each other and share ideas freely as they value each other’s information very much. The author argues that if teachers are committed to helping the working-class students of color and the African American working class to perform well academically, then it’s their duty and responsibility to find out how to create classrooms into learning communities that makes the student feel free to learn and prosper through engaging in activities which are culturally compatible and emphasizes critical thinking and solving of problems. For instance, the teacher should allow students to identify issues and problems that are affecting them and their communities and then try to find ways on how such issues can be solved. The author points out that it requires commitment for one to become a culturally responsive teacher, for it involves a great deal of reflection and organization.
The writer points out the basic steps and resources that should be used by teachers in developing culturally responsive teaching techniques. These include their understanding and having enough knowledge of their cultures through attending workshops on institutional events. Another step advised is to learn about their student’s communities, he points out that both teachers and parents should join hands in fighting against racism. They can do these by talking to colleagues and community leaders who work well with parents. The last step given is to implement the problem-based pedagogy, through this step, the author suggests that teachers can allow the students to study the social problems that are affecting them in their communities (Linda, p. 34).
The assumption taken by the writer is that all students are in a position to perform better in their academics if the right teaching practices and techniques are followed by the teachers. He also assumes that assessing the student’s progress and letting them know about it, will enhance high performance in the academic field.
The author has the assumption that all students whether African American or white, rich or poor, male or female have a right to get proper education, and therefore support should be accorded to them to make them meet their goals. The most disturbing question here is why should there be racial discrimination yet all are human beings who should work together as one to help improve the economy of the country?
The writer challenged my thinking in that I now know that despite the high rate of racial discrimination, there are people who are working hard to eliminate it and these are the teacher.
In conclusion, from the three articles discussed above, we learn that there is a high rate of racial discrimination between the whites and the African American people and there is a need to fight for justice for all people.
Work cited
- Linda, Reif. Seeking Diversity. Portsmouth, NH: Heinemann, 1992.
- Yancey, Kathleen. Reflection in the Writing Classroom Logan, UT: Utah State UP, 1998.