Blog #8

Literacy with an Attitude

Educating Working-Class Children in Their Own Self-Interest by Patrick J. Finn

Argument: 

    

    I'll begin this argument with a quote from Patrick Finn that I think changes everything: "I was educating these children, not to take charge of their lives, but to take orders." This simple phrase changed everything for me.

    School is the engine of social mobility, but is it truly designed for all of us to thrive? Well, Professor Finn, in his article Literacy with an Attitude, argues that it isn't. He shows us the two divisions between those who have power and those who don't, and how this affects children and education in general. On the one hand, we have domestic education, which is based on "Functional Literacy," essentially training children to be productive and obedient workers, but not to question or transform their reality. On the other hand, there is empowered education, which is based on the concept of "Power Literacy" for upper-class students, where they receive an education that prepares them to lead and make informed decisions. From there, you can see the difference with the other one above. In Chapter Two, Jean Anyon emphasizes that working-class schools are evaluated based on criteria other than critical thinking. This is not a conspiracy but a social inertia that must be broken. The real battle for equity is not only to demand better resources, but also to ensure that everyone has "Literacy with an Attitude," a critical literacy that empowers us to fight for justice and change, not just for a salary. Anyon also clarifies two things that are essential to me in this argument: Working-class children were developing a relationship with the economy, authority, and work that is appropriate preparation for wage labor, a mechanical and routine job. Their capacity for creativity and planning was often ignored or denied, while the dominant theme in middle-class schools was one of possibility.

    Society has indirectly separated education between those with power and those without. Those who are there to be "important" and those who are there to "nod and obey." What is the system really seeking? Equality or inequality disguised as goodwill? Umm. The reality is that they don't want to admit that those who have money or live in a better neighborhood have the opportunity to improve their lives. In contrast, others are relegated to a role in the never-ending cycle of society.

    The teachers' biggest excuse was:  that these children couldn't be taught anything. Their parents don't care about them; they're not interested in them. The best thing we can do for them is keep them busy. The central argument here was that these working-class children didn't have a low IQ; the problem here was that society had given up, and they had plenty of excuses.

    Both Finn and Anyon address this in a real, substantive way, with foundation and evidence.

Question to share:

Is there any solution to this type of functional, or, as I would say, controlled literacy?

Blog: Video Analysis.

 

Teach Us All:

Precious Knowledge: 

Classroom Tour: 

Blog #7

 

What to Look for in a Classroom

By Alfie Kohn

Reflection: 

    It's incredible that as I read the poster, many images and activities flashed through my mind regarding the different classes I've taken throughout my college years. I've transitioned from traditional classes to more unconventional ones. What Kohn explains about the differences between "Good Signs" and "Possible Reasons to Worry" is as important for us to understand as it is for future teachers.

    Ultimately, it is our responsibility to reconsider whether we want to create a classroom environment that fosters active learning or one that promotes obedience and conformity. Following Kohn's ideas, we must look beyond grades and focus on how the classroom community feels and is built. There is a phrase I really liked from his book: "I was treating students like rows of wide-open bird beaks waiting for worms." This example serves as a poignant reminder that teachers often assume what works for one student will work for all, but that is not always the case.

    In this class, I have not only learned to know myself better, but I am also more aware of what social justice is and how it influences schools. It is truly satisfying to know that there are teachers who genuinely strive to help students learn. Before transferring to Ric, I never considered the possibility that teaching could also be fun, rather than just a systematic act with chairs in rows, blank walls, and a single person speaking (the teacher). At Ric, the teachers I've had so far listen to me; if I don't understand, they try to explain it to me in a way that I can understand. Above all, they make the classes more dynamic, making it impossible for me not to love the process.

    I changed careers six months ago because I genuinely enjoy helping people, so I thought the best way to do so was to start from the bottom as a teacher. However, as I examined the school system, it discouraged me because I don't want to simply teach one assignment and then move on to another without taking a moment to reflect. I wanted and want much more. I want students to learn to relate what I give them to everyday life. As a future Spanish teacher, it is my duty to ensure that students understand that learning a second language is not just about grammar; it's more than that; it's the opportunity to explore thousands of cultures and histories.

    Kohn highlights the distinction between making a difference in our classrooms and around our schools, versus continuing the same practices we employed years ago. He wants us to think about whether we want to be routine teachers or teachers who genuinely make a difference. Maybe the district won't let us change the themes we've had for years, and I'm dreaming too much, but small steps make a difference, just like Ms. Bogad does. She teaches us that even the simplest things, such as a card game, have a valuable lesson behind them.

    I've always heard that the government is terrified of children having imaginations because then they'd realize they could do much more than what's already dictated. So, they create a system where we all stand with our heads down, listening to what our teachers have to say without even forming our own opinions, and that's something we need to change.

Connection:

Introduction to Culturally Relevant Pedagogy

Alfie Kohn and Introduction to Culturally Relevant Pedagogy advocate or desire a teaching style more focused on the human person and, of course, on the students. Kohn opposes educational systems that like to explore students' natural drive to learn, often considering them simply as "interchangeable vessels" of information, which is quite interesting in my opinion... In contrast, Culturally Relevant Pedagogy offers a significant way to break away from this mentality, emphasizing the importance of recognizing and honoring the diverse cultural backgrounds that each student brings. Here, we see that both ideas go hand in hand.

By fully embracing Culturally Relevant Pedagogy, we can realize Kohn's vision: which is above all about creating schools that not only promote authentic learning, but also support moral growth and awaken intrinsic motivation in students. This foundation is about transforming classrooms into environments where students feel recognized and valued, and that's pretty valuable if you ask me. The connection between teachers is magnificent..

https://www.alfiekohn.org/article/teach-values/

Question to Share:

After reading this author, I have many questions, but the most important one is: What do you think is most important in a classroom: Continuing with the traditional, almost gray system of controlled grading, or building a community where students learn actively and meaningfully?

Blog #6

                   

  Silenced Dialogue: Other People's C h i l d r e n By Lisa Delpit.

Quote:

I found this file quite striking because of the culture of power and how it seems that "mostly white" liberal educators often silence educators of color by not acknowledging their experiences or knowledge. Educators of color feel they don't have a voice and their opinions are invalid because they don't align with what is academically accepted by the culture of power.

According to Delpit, educators who already belong to the culture of power don't seem to be aware of this conflict, while those with less power are logically the most aware.

I'm going to share several key quotes that I found very interesting:

"It seems like if you can't quote Vygotsky or something, then you don't have any validity to speak about your own kids." (P.1)

This quote really caught my attention because a graduate student and teacher of color underscores how the culture of power invalidates experiential knowledge. Their voice and knowledge about their own students are considered worthless unless supported by the academic theory of white academics, which creates a barrier to genuine dialogue.

"When you're talking to white people, they still want it to be their way. You can try to talk to them and give them examples, but they're so headstrong, they think they know what's best for everyone, for everybody's children."(p.1)

This quote from a Black teacher shows the frustration of silenced dialogue. Despite sharing their own experiences and examples, white educators fail to listen to or consider their perspectives. Ultimately, dialogue is an illusion, as the real intention is to impose one's view of the dominant culture.

"They don't really want to hear what you have to say. They wear blinders and earplugs. They only want to do research they've read that other white people have written."(p.2)

A Black school principal and doctoral student uses a powerful metaphor to describe how white academics refuse to listen. They protect themselves with "bandages and plugs" and prefer to rely on the research of other white people rather than accept the experience of people of color. This reflects how power is maintained through the exclusion of dissenting perspectives.

"If you are not already a participant in the culture of power, being explicitly told the rules of that culture makes acquiring power easier." (p.3)

This is a central point in Delpit's argument. She posits that, rather than being "repressive," providing explicit rules on how to function within the culture of power (such as how to speak and write) is a form of empowerment. Not telling students the rules of that "game" is an act that ensures their failure, despite good liberal intentions.

"The teacher has denied them access to herself as the source of knowledge necessary to learn the ways they need to succeed."(p.7)

In this case, the author is genuinely criticizing the progressive approach that views teachers as mere facilitators rather than as sources of knowledge. For students outside the power culture, a teacher who refuses to teach and exercise expert authority explicitly is perceived as "denying" them access to information crucial to their success.

https://phylliswritingproject.wordpress.com/2015/07/21/the-silenced-dialogue-power-and-pedagogy-in-educating-other-peoples-children-by-lisa-delpit/

Reflection: Honestly, this file has been one of the ones I've enjoyed reading the most. It seems to me that racism is so normalized that those who are already in power don't notice that, with this thought, they only invoke hatred, or that education doesn't grow to an even greater level. Lisa gave so many examples that it's impossible not to understand that education is divided between whites and Blacks because that's what the system has created.

Blog #5

 The Academic and Social

Value of Ethnic Studies

by Christine E. Sleeter

Reflection:

This document made me reflect on current situations, as well as on myself. Before arriving in the United States, I didn't know what racism really was, since in the Dominican Republic, we don't categorize ourselves as "white, black, or Asian." We only categorize ourselves as Dominican, and that's all. In my school, we were taught that Europeans plundered our country, stole our gold, and killed many people from our tribe. They also brought many diseases with them. But the winning side, "Europe," tells it as if they brought innovative things that made my country grow, and that we should be grateful for them teaching us Spanish and how to read, because according to them, we would still be living in huts and mud houses. The Europeans brought enslaved Africans to my country and abused them as well. For a long time, I didn't understand the importance of this story until I discovered that it is more fascinating than I had imagined, as it is part of my heritage, and no one can change it. Today, I proudly say that I am Latina; I am Dominican, but I am also of African descent. Two countries that suffered united in one, uniting blood, customs, and, above all, an ethnicity that whites would not erase. Despite everything I wrote, I wasn't taught to hate Spaniards for that, but rather to accept history and live with it.

Our history is what defines us. In my country, we always say: whoever tells the story is the one who always wins. History books always portray white people as the "winners," but if we tell the story from the perspective of people of color or Native Americans, we will realize that not everything is what it seems. We are in a society and in a time where many believe that racism has changed or perhaps that it isn't as prevalent as it was years ago. Still, racism continues if they continue to tell the story from a Eurocentric perspective.

I never experienced racism in my country, but here I have received a lot from white people, whether because of my accent or because I am Dominican. In fact, I had a math professor at my other College who always made me feel like I was "stupid" because I had a thick accent and maybe didn't pronounce all the words correctly. She thought I didn't know English and always asked me, "How do you manage to be in this country without knowing English?" Or "Why does your English sound so bad?" And once she asked me if I knew the numbers in English, which was kind of funny to me since in English and Spanish, numbers are the same and don't change. From that moment on, I realized that the white race was more prevalent in judging. I'm not saying EVERYONE is like that, but that has been my experience.

I identify with this class because we talk about different ethnicities and the correct way to say things. Here, I feel like we all have the same value (White, Black, Asian, Latino). We all have a story, and everyone is essential.

There are a few words in the document that really caught my attention: Racial and ethnic minorities are added consistently in a 'contributions' fashion to the predominantly Euro-American narrative of textbooks. Scholarship by and about African Americans, Latinos/as, Native Americans, and Asian Americans continues not to be used to frame academic content.

"Epstein (2009) found that while white teachers were willing to include knowledge about diverse groups, they did so sporadically and always within a Eurocentric narrative."

Finally, reading Christine Sleeter's document, it became clear to me that ethnic studies is not simply an "optional subject," but a tool for social justice within the educational system. The author demonstrates how the traditional curriculum, based on a Eurocentric perspective, has overlooked the voices, stories, and realities of entire communities. It made me think about how unfair it is to teach an incomplete history, where the achievements and struggles of communities of color are presented as footnotes or superficial celebrations like "Black History Month" or "Cinco de Mayo," instead of being integrated as a fundamental part of learning. Including ethnic studies in education not only benefits students of color, giving them pride and belonging, but also helps white students see a different vision, a more complete account of history, and understand how racism and inequalities work today.

This is a recent news story that discusses how ethnic studies courses enhance academic performance, particularly for immigrant youth and students of color. color.https://firstfocus.org/news/student-success-soars-after-ethnic-studies-new-research-finds/?utm

“Talking about ethnic studies is talking about racism: not to divide, but to recognize the full history and combat injustice through education.”

Question to share:

What do you think a student, and society in general, loses when only a Eurocentric version of history is taught in school?

Blog #4

Shifting the Paradigm from Deficit Oriented Schools to Asset Based Models: Why Leaders Need to Promote an Asset Orientation in our Schools.

 

 Shannon Renkly

Katherine Bertolini

Argument:   

    The purpose of this article is to inspire readers to reflect and, at the same time, connect with students in a school system that can often make mistakes. Education can create inequality when it focuses solely on students' shortcomings rather than their strengths. Two key words in this article are the deficit model and the asset model.

    The deficit model occurs when schools focus solely on students' weaknesses and what they cannot do. This model consumes students because it focuses more on their failures and deficiencies. On the other hand, the asset model represents a social justice approach because it emphasizes students' strengths, talents, and abilities. When the asset model emerges, collaboration between the community, parents, and school is more likely. It is exhausting when schools or education focus solely on adolescents' weaknesses, as it creates a barrier between parents and the school.    

    Risks and problems cannot be ignored, but it is necessary to understand that to maximize the positive, we cannot focus only on the negative. If teachers and school leaders take an active role, this could transform social and educational structures, enabling everyone to access opportunities and recognition. Moving from a deficit model to an active model is not only an academic strategy but also an act of equity and dignity, fostering a space of inclusion where everyone feels heard rather than judged. By abandoning the "labeling and limiting" perspective, we can focus on empowered, resilient, and engaged citizens.

    Finally, I will end with a quote from the article that I really liked: "For an entire school to work toward a values ​​model for student and teacher success, this must be included in the school's shared vision, mission, and goals, which constitute the context of the first ELCC standard."

Strength-based teaching is important so that every student can achieve their learning goals. As a future language teacher, this article caught my attention because it addresses important aspects such as culture, linguistics, a sense of community, and diversity of thought. https://www.everylearnereverywhere.org/blog/what-is-assets-based-teaching-and-how-does-it-enable-equity-practices-in-college-classrooms/?utm_

Question to share in class:

Let's suppose you're a teacher. What strategy would you use to focus on students' strengths instead of their weaknesses? Please specify this in your answer.

Blog #3

 

What “Counts” as Educational Policy? Notes toward a New Paradigm by Jean Anyon

Argument:

Author Jean Anyon argues that urban poverty is neither natural nor inevitable, but rather the result of economic, metropolitan, and social policies, which fail to pay sufficient attention to the most disadvantaged and result in minimal education in poor urban neighborhoods.

There are some key points worth emphasizing from the archive 🔑🔑: Human poverty is political, not an accident. Poverty is a significant barrier to education, even long before children start school. Economic stress can affect mental health.

If we start from all the key points and focus on what Anyon meant, we will find a wave of information that will consume us. Poverty is rooted in policies from federal to metropolitan, as it supports the minimum wage, substandard housing, and high taxes. At the same time, those in wealthy suburban areas reap all the public funds. It's heartbreaking to know that aid, instead of going to the most needy, goes to those who already have a relatively comfortable life. This is why Anyon emphasizes so much that the "poverty wages" of residents further diminish the sources of funding available for urban schools.

Poverty can even affect children cognitively, as the stress their parents experience due to poverty causes emotional and learning problems. We can recognize that all of this is true, as programs like NEW HOPE and others provide financial support to families, which helps children improve their reading, behavior, and educational aspirations. All of this means that poverty is a cancer that slowly destroys families without financial assistance.

Anyon proposes a new vision where policies to combat poverty are considered educational policies. But that's not all. He also suggests a living wage, creating more employment opportunities, taking measures against discrimination, and creating public transportation routes. Finally, she proposes that wealthy suburban districts be part of the support for school restructuring, which is a great idea.

I started researching the incomes of people living in Rhode Island and the vast differences between these populations: https://dlt.ri.gov/sites/g/files/xkgbur571/files/2025-01/towninc.pdf. On the other hand, I found it very impressive to see the graphs that link family structure or race to poverty or need. In the data that I will share, you can see which children are most in poverty in Rhode Island, in combination with their race and age https://rikidscount.org/wp-content/uploads/2024/04/children-in-poverty_fb2024.pdf?utm_

Reflection:

This document has touched me deeply because, as a Dominican, I've lived in poverty, so I've had to work almost my entire life to be able to study and have a better future. So, seeing people like Anyon who genuinely care and speak out makes my heart swell with pride. Poverty and wealth are like strings where the state controls which side you'll take, and that's simply terrifying. But there are still people who care about children growing up healthy and able to study, and who want families to have a better future.