Week 8, October 17th
Standardized Racism
Lamawaima and McCarty push for a critical democracy-- one that “demands that the United States be a nation of educational opportunity for all, not merely a homogenizing and standarding machine, unable to draw strength from diversity”-- in their article “American Indian Education and the Democratic Ideal”. They describe the struggle of Native American tribes to maintain their sovereignty through bilingual/bicultural education programs and community-controlled schools. Research has shown that when students are given the opportunity to receive long-term schooling in their heritage language, their academic performances surpass those of their peers who are taught in English only. In addition, when Indigenous community-controlled schools were at their peak in the 1970s, Native American students reported a positive self-image, improved confidence, and increased interest in learning. However, these schools and educational programs are constantly fighting a battle against the federal government for adequate funding. They are pressured to meet the demands of high-stakes testing and are continuously fighting to maintain accreditation. In this case, standardization does anything but equalize educational opportunities amongst all students.
The second article, entitled “How Hawaiian Came Back from the Dead”, provides another example of how learning in one’s native language can enrich the education of our young people. Alexandria Neason describes the experience of one Hawaiian family who chose to place their children in a Hawaiian language immersion school for elementary school. The parents of the two young girls emphasize that the school focuses on teaching kids how to learn, not how to simply absorb facts, and provides opportunities for the children to connect with their heritage and understand Hawaiian values and customs. However, here we see another example of how students are marginalized when they do not fit into a specific mold of “standard” education. Many limiting factors of these Hawaiian language immersion schools (teachers not able to find suitable material for higher grades, administration having difficulty finding teachers, etc.) are leading students to opt out of the programs for other schools.
The final article, focused on “Ebonics and Culturally Responsive Instruction”, highlights a third language that our students may come to school speaking as their first language. Lisa Delpit explains how not being culturally familiar with students’ first languages may lead to developing low expectations for bilingual students. She says that “the teacher’s job is to provide access to the national “standard” as well as to understand the language the children speak sufficiently to celebrate its beauty.” She argues that while students do need to learn Standard English in order to be successful in society, their level of acquisition of the language should not be a complete measure of their intelligence.
I was able to take a Hawaiian language class during my semester at UH Hilo and I’m including a picture of Kumu, my professor. He taught us the ways of the Aloha Spirit, which is a reminder to treat each person with deep care and respect. We need to be mindful of our multilingual students and how their experiences may shape the way they perceive the world.
Lamawaima and McCarty push for a critical democracy-- one that “demands that the United States be a nation of educational opportunity for all, not merely a homogenizing and standarding machine, unable to draw strength from diversity”-- in their article “American Indian Education and the Democratic Ideal”. They describe the struggle of Native American tribes to maintain their sovereignty through bilingual/bicultural education programs and community-controlled schools. Research has shown that when students are given the opportunity to receive long-term schooling in their heritage language, their academic performances surpass those of their peers who are taught in English only. In addition, when Indigenous community-controlled schools were at their peak in the 1970s, Native American students reported a positive self-image, improved confidence, and increased interest in learning. However, these schools and educational programs are constantly fighting a battle against the federal government for adequate funding. They are pressured to meet the demands of high-stakes testing and are continuously fighting to maintain accreditation. In this case, standardization does anything but equalize educational opportunities amongst all students.
The second article, entitled “How Hawaiian Came Back from the Dead”, provides another example of how learning in one’s native language can enrich the education of our young people. Alexandria Neason describes the experience of one Hawaiian family who chose to place their children in a Hawaiian language immersion school for elementary school. The parents of the two young girls emphasize that the school focuses on teaching kids how to learn, not how to simply absorb facts, and provides opportunities for the children to connect with their heritage and understand Hawaiian values and customs. However, here we see another example of how students are marginalized when they do not fit into a specific mold of “standard” education. Many limiting factors of these Hawaiian language immersion schools (teachers not able to find suitable material for higher grades, administration having difficulty finding teachers, etc.) are leading students to opt out of the programs for other schools.
The final article, focused on “Ebonics and Culturally Responsive Instruction”, highlights a third language that our students may come to school speaking as their first language. Lisa Delpit explains how not being culturally familiar with students’ first languages may lead to developing low expectations for bilingual students. She says that “the teacher’s job is to provide access to the national “standard” as well as to understand the language the children speak sufficiently to celebrate its beauty.” She argues that while students do need to learn Standard English in order to be successful in society, their level of acquisition of the language should not be a complete measure of their intelligence.
I was able to take a Hawaiian language class during my semester at UH Hilo and I’m including a picture of Kumu, my professor. He taught us the ways of the Aloha Spirit, which is a reminder to treat each person with deep care and respect. We need to be mindful of our multilingual students and how their experiences may shape the way they perceive the world.
Your link to the article about Rough Rock school loosing its accreditation saddened me! One of our focuses in your reflection was regarding the standardization of schools and how the schools (or types of schools wanted) that we read about don't fit into that "model". As a fellow science teacher I think you might agree that how we teach science - and how NGSS wants us to teach science as well - doesn't always fit into the standard model either. Maybe it's about time that standard model changed!!!
ReplyDeleteWe both talked about the need of Standard English but not letting define intelligence. I had Math professor who was not the best with words but was like a performance when it came to solving problem, it was amazing to observe.
ReplyDeleteI think it’s fantastic that you had the opportunity to take a Hawaiian class! I totally agree with you that we need to be mindful of our multilingual students. I wonder, do you talk to your students about the Aloha Spirit? I really like the meaning “treat each person with deep care and respect”.
I also discussed the Hawaiian school and how learning the language can help students preserve their culture. I wish they could get the school up to par so that they can compete with regular public education. I think the idea is wonderful.
ReplyDeleteI was also saddened that the Native American school lost their accreditation! These schools are bringing fantastic ideas to the forefront and unfortunately can’t seem to maintain them enough to keep them afloat.