Week #5 The Academic and Social Value of Ethnic Studies, A Research Review

FNED 546 Week #5 Blog Post

The Academic and Social Value of Ethnic Studies, A Research Review

By: Christine E. Sleeter & Precious Knowledge Documentary

Connections

    Christine Sleeter’s article, The Academic and Social Value of Ethnic Studies: A Research Review, and the documentary Precious Knowledge share a common theme. The theme of importance behind ethnic studies, and making school and education opportunities relatable to all students, not just white students. Sleeter shares a research-based critique of conventional curriculum and a case for ethnic studies. Here she shares the story of Carlos and how Chicano studies changed his experience and attitude toward learning positively. Then, the film proves Sleeter’s findings to be true, through sharing the lived experiences of students and educators in Tucson. 

    Sleeter argues that the current curriculum used in schools/history classes can be classified as “Euro-American Studies,” centering White historical figures and narratives while marginalizing communities of color. Her analysis of the History-Social Science Framework for California Public Schools shows that 77% of the 96 named Americans were White, with Latinos and Native Americans almost entirely absent at the secondary level. Sleeter goes on to explain that textbooks often frame racism as a problem of the past, caused by a few bad people, rather than as an ongoing system of oppression. It is merely dismissed. As a result, students of color frequently experience disengagement in school because their histories and cultures are not adequately represented. Their own cultural traditions are either minimized or presented as an after thought. We know that representation is incredibly important for students to gain a  deeper understanding and stay interested.

    Moreover, Precious Knowledge shows us first-hand this disengagement. Students like Gilbert describe feeling that school was “against” them, and national data cited in the film notes that Mexican-American students face alarmingly high dropout rates. A White teacher in the film even characterizes students’ relationship to learning as “dysfunctional,” reinforcing Sleeter’s point that many educators misunderstand the root cause of disengagement. Especially those who are white. Dr. Jeff Duncan-Andrade emphasizes what Sleeter’s research supports: many students are not dysfunctional in learning, they are disengaged from a school system that does not reflect them.

    To reflect on the literature this week, I will say that the documentary specifically made me very angry. Everything Sleeter discussed already made sense to me, I thought of little girls who for a long time did not have a Barbie that looked like them. How unfair that is and how discouraging little representations like that can be. But then watching Precious Knowledge, kind of just ignited more anger and frustration, especially because of the current political climate. It is extremely annoying to listen to white men in power act like children and make ignorant arguments about things they know nothing about. I found it very ironic that Tom Horne and John Huppenthal accused the Ethnic/Raza studies classes as being indoctrinating and racist. They seem to be very stubborn people who think that the USA is perfect, and many of their comments disturbed me. 

Embracing Diversity From An Early Age

Blog Post #4 Shifting the Paradigm from Deficit Oriented Schools to Asset Based Models: Why Leaders Need to Promote an Asset Orientation in our Schools

Blog Post #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, South Dakota State University

Argument 

    The authors, Renkly and Bertolini, argue that when schools use a deficit-based model, which focuses on students’ failures and risky behaviors, rather than achievements, it is highly ineffective and hurts the student’s academic potential. With this, they argue strongly that it is especially important to implement this during the middle school years. Here they state that this is a critical period for students where asset building specifically has strong long-term effects.

    Renkly and Bertolini reference multiple studies here to benefit their argument that education should adopt an asset based model that focuses on the positives rather than the negatives. They argue that building on a student's strengths and relationships with adults and their community is essential to their success. Arguing further that teachers, families, and community members are key to student resilience. To support their argument they also suggest that education must shift from a reactive approach to a more proactive one. One of their main points of argument is that overall, deficit based schooling fails because it focuses on what a student cannot do rather than can do. On the flip side, they point out that asset based education works because it identifies and therefore builds on a student's individual strengths. 

    Another concept they emphasize which adds to their argument is that school leaders must also utilize asset building in order to change the school culture. They argue that it must be embedded into the school mission and vision, and include partnership with community members too. They say that community partnerships strengthen asset development and create healthier school environments.

    Relating this text to my own personal experience, I immediately connected it to my own job at a non-profit which focuses mainly on community partnerships with schools. Non-profit organizations that can be used to provide mentorship and guidance to students in my opinion, are very special and beneficial opportunities. Through my work in substance use prevention and education, I have the advantage of working with students who are struggling and doing just what Renkly and Bertolini describe; drawing on student’s areas of strength. I also thought about this program that was implemented this year at the high school I work with. It is essentially a program where each student identifies one safe adult they trust inside the school, that they feel they can talk to about anything. Kids that don’t have an adult they can identify, then become paired up with someone fitting (determined by school social workers, SAC’s, principals etc). I really love this program because it ensures no student falls through the cracks.

How Matilda Relates to Renkly & Bertolini

Blog Post #3- What “Counts” as Educational Policy? Notes Toward a New Paradigm

 Blog Post #3

What “Counts” as Educational Policy? Notes Toward a New Paradigm

Jean Anyon

Connections

This reading by Anyon drew many parallels to the prior two readings we have analyzed in this course. Although the main focus of Anyon’s arguments and views is mainly policy, many of the overall themes align with Khan and Johnson’s readings. Each author makes a strong argument about the cracks in the overall systems in society.

    Here, Anyon argues that a variety of levels of policies directly impact education regardless of intention. They begin by discussing that federal educational policy itself was originally tailored to benefit working class families. Therefore, many of these early policies provided funds to prepare students in industrialized areas for working class jobs through vocational programs. 

    However, once certain federal policies regarding education in urban areas came about, they were not addressing economic arrangements and practices in society. Anyon discusses that despite the passing of several federal, state and judicial level policies urban education remains to be lower than that of affluent areas due to broader factors such as macroeconomics, racial discrimination and segregation, high rates of unemployment and joblessness, to name only a few. There is a clear argument presented by Anyon that the system of policies in which our society operates, negatively impacts the education of poorer students and families. 

    Then, Johnson discusses the system of privilege which goes hand and hand with Anyon’s points. Johnson made a point about privilege meaning that one who is privileged, directly results in another being underprivileged. Anyon makes a clear example of this when he talks about certain policies highly benefitting affluent schools and in turn, negatively impacting urban schools and minority populations.

    Furthermore, Khan similarly talks about the education system and its flaws. Again, this system was originally designed to produce obedience and conformity (based on the Prussian model) and is a result of social constructs. The point Khan makes, which aligns with Anyon and Johnson, is that the social construct that the education system is, is rooted in political and social priorities. All three authors suggest that these social systems and structures remain outdated and determine student’s opportunities whether it is in a positive or negative way, dependent on a multitude of social determinants. 

    One point I would like to reflect on in class is the concept that the systems in our society define a student’s success long before a test score does. There are so many factors that influence learning and there seems to be a power imbalance within society which falls on the education system. Coming from a health science background, I think about the key social determinants of health and how education is impacted there. Education Access and Quality | Prepare Your Health | CDC

Blog Post #2: The Broken Model, Khan

The Broken Model, CH 2, Khan

Reflection

    This piece, by Khan, gave me quite a bit to think about and infiltrated my mind with many memories of being a student. Khan begins by discussing the current education system in the U.S. and therefore the Prussian model it originated from. I immediately thought about my colleague, who previously worked as an eighth grade teacher for 10 years. I have recently discussed with her my interest in becoming a teacher. She often warns me about the ‘broken system,’ and that being the reason she left. I would often think about all the great things she left behind: the stability of a union, pension, tenure, etc. I never quite understood her decision or what she meant by a ‘broken system, where the kids are not prioritized’ until reading this text.     Khan explains that our K-12 education model was initially shaped by Prussia many years ago. The initial goal of this system was not to prepare students for future success or ignite creativity and intellectual potential. Khan says, it was actually quite the contrary. This makes me wonder alongside them, why have we not made any changes or spoke out in favor of some level of reform in the classroom? Khan explains that the standard classroom was built to force students into thinking about things in terms of subjects. All in an effort to minimize abstract thinking and focus on memorization. A perfect setting for indoctrination, made intentionally.     Khan discusses his views on traditional testing standards and implementation in the current system. While I was reading this section in particular, I had some flashbacks. Khan argues that there is far too much emphasis on testing and that the results do not define a student’s potential to learn.     I can remember on multiple occasions mentally blacking out during tests, resulting in a failing grade. I did poorly on my SATs, I failed my drivers test the first time, and would often find myself in tears after taking any exam. For me, it was the anxiety and pressure that would get to me. I can remember studying anatomy in undergrad for countless hours, seeing a tutor multiple times a week, knowing my material inside and out. But yet, when I walked into the lab for my practical exam, my heart would race, and my mind would go blank. Countless times in Middle and High School, I would sit with a test in front of me for the entirety of the class and then turn it in blank due to these overwhelming feelings. These experiences align with Khan's perspective on current test taking practices. They do not define a student or allow for creativity, instead they are restricting and discouraging.     Khan does mention he is not against testing, just the current system thereof. If we were to use a different method of testing, what would that look like? I did some research and found some alternatives being implemented which draw on student's creativity. Alternatives to Traditional Test Taking