Math literacy + "minority" students= civil rights

The Brown vs. Board of Education trial not only affected the educational system but also affected every other aspect of society, regardless of a person’s race or ethnicity. The years following the court case resulted in dramatic changes within the nation as a whole. After Brown, the Civil Rights Act in 1964 was established and clearly made it illegal to discriminate against individuals because of their race, color, religion, sex, or origin. Since then, the Civil Rights Act has been a reference for new laws that have been passed to prevent unconstitional discrimination. Although laws were passed to prevent discrimination, people outside of the culture of power still struggle to gain the same equality.

Even though Brown has had great significance, clearly there are problems of segregation in education. Such problems were highlighted in previous blogs. When considering the times and what the future job market demands “will require skills possessed by only 22 percent of the young people entering the job market now […]which require technology literacy” (Moses, p.9). When considering the current abilities of students, particularly those in urban youth, they are at a disadvantage. It is always important to obtain the best education because the more education one receives; the more potential an individual has to succeed. The youth of today face a problem in that the current the educational curriculum is not providing them with the best education because “large percentages of children in the delinquency system and adults in the criminal system are severely undereducated, and literacy skills in these populations are strikingly low” (p.12).

The Brown vs. Board of Education was by far one of the most important cases that had legacies and effects on education. Fifty years after the Brown decision some might believe segregation has banished; in reality, segregation does still exist. As stated in another blog, literacy is of great debate because of the increasing number of those who cannot perform at their grade level but we tend to forget about the students failure in Math and Science.

Standardized tests have been created to test student’s intelligence and cognitive abilities. Present statistics show that white American male students are more successful and have access to Prep courses and typically perform better in Math and Science. Ironically the students that need the most support in these tests and subjects (Women, Latinos, African American, etc…) are the same ones that have the least access to the courses and or are encouraged to focus on other things. I hope to teach in a bilingual setting in an urban area, where I will encounter Latino students. When considering what Robert Moses argues in “Algebra and Civil Rights?” literacy in Math is imperative to social justice because it makes minority students the “serfs of the information age” (p.11). Students have to be not view failing math as hip but instead as a detrimental factor to their future. He brings up a good point in which I agree that as educators we shouldn’t put constraints or limits on what any group of children might learn and not feed into notions about culture groups (p.15). Computers involve mathematical and scientific knowledge. It is imperative that I prepare disadvantaged students to be math/science literate and provide them with opportunities to develop critical skills in these areas. My work in terms of redressing the historic denial of subjects to particular groups is a process which will require me to develop a safe classroom community where students will be willing to take risks and know that they have support.

Sankofa in literacy?

Traditionally, literacy practices in schools are those established by “the culture of power”, which views literacy as the ability to read and write English. In contrast, “the New Literacy Studies” denies this general view and considers other factors that contribute to various forms of literacy within a culture. In the book the book What They Don’t Learn in School, Mahiri, offers the reader with a definition of literacy as a “part of the process of becoming more self-critical about the historically constructed nature of one’s experience” (249). In order to become more critical about ones history, critical literacy suggests “using history as a form of liberating memory history means resuffering that constitute one’s past”(250). In other words, like the Egyptian symbol Sankofa which holds truth in that one must study the past in order to live the future. As educators it is important for us to have students to engage in a pedagogy that has students question the world around them in a critical way, gain insight and having respect for their culture, and focus on academic achievement. In urban communities were reading and writing skills are often lacking, one can provide opportunities for students through being accepting of students from a particular culture and respect them as a person. We must keep in mind that “to be literate it is to be present and active in the struggle for reclaiming one’s voice, history, and future” which is often lacking in these communities (251). Students whose culture and home language are valued and respected in school literacy instruction in schools will be more inclined to obtain a high level of literacy. Therefore, when considering “one size does not fit all,” teachers need to differentiate instruction and provide students with opportunities to immerse in written language. When students are given support by teachers and are exposed to various texts in a meaningful way, is a way children develop an awareness of language as it plays in many contexts.

At present, we live in an era where youths are engaged in out of school literacies than those found in schools. Such out-of-school literacies might be a key to having students be success in learning. As everyone does, people in a particular culture adopt social languages. To have students learning be meaningful to them, it is important that we connect to them by presenting materials in ways that are not only part of their daily lives but engaging. Often times, we view judge students ability to learn when we encounter language and culture differences. We also considered them illiterate because their ways are not the norm. As educators our role is to create an environment that fosters children development in thought and language through creative expression. When looking at our generation and the impact music and media plays in the lives of students, we should find ways to use these as tools to decrease the literacy gap between school culture and popular culture. One must respect youth writing and their literacies practices because their text “reveal insightful personal perspectives that counter pose ways in which these youth are often portrayed in the media, in politics, and in public schooling” (Mahiri, 2008, p.9). For many, slam poetry and hip hop are often criticized and often not seen as a form of art. Through slam poetry, students are able to engage their audience members using various modalities that written poetry lacks.

Surprisingly we can learn about the injustices faced by urban youth through their literacies. Artists create a piece of art work with some intentions and meaning. Old school Hip-hop songs were important during a time of chaos and confusion. Originating in the South Bronx, hip-hop was important because it provided a haven, a voice, entertainment and jobs (just as spoken word). A hip hop song I can apply as a scaffolding activity in history and in writing is “The Message” by Grandmaster Flash and the Furious Five. Here the artists critiques their government which was constructed to give “liberty and justice for all” but why is it that people under such conditions have no manual to help them play this game? The only manual are the messages in songs such as these that speak about “living in this seesaw”. The rapper speaks out about living in this complex maze that is full of ruthless competition and can only be achieved if they had money. In order to survive this struggle for your life you have to play the cards right which serves as the underlying message to the community. Nowadays, non conscious hip hop songs can also teach our youth to critically analyze what’s being “fed to them” and how they feed into the negative images.

Literacy in Second Languauge

All schools must be prepared to encounter challenges surrounding students from diverse backgrounds; many of these students many not be proficient in English. At present, the effectiveness of various programs for language minority students is controversial. Depending on the community and the resources available, decisions about language programs should be made at the local level.

Urban communities where there is a high percentage of Hispanics and/or other foreigners are in need of bilingual education in its public schools. As a result of immigration, the number of Limited English Proficient (LEP) students in these schools has risen.

English Language Learners lack of knowledge of the English language is a major stumbling block, which affects their reading as well as their ability to grasp concepts. For this reason, is it important for educators to look at out of school literacies practices students are engaged in outside of school and find multiple approaches to develop their literacy in the English language. Literacy practices among culture communities vary. A few studies have been conducted that examined out-of-school literacies, many of which were not mediated by parents, that involved other forms to compensate for the limited English and construct meaning. (Haneda p.338-339).

Successful programs for language minority students are ones that enable students to develop academic skills while learning English. In addition to these goals, programs should also embrace the culture of the student. English Language Learners often are discriminated against and feel that their way of talking and or expressing themselves is wrong. When students feel valued, confident and are given the opportunity to use out-of-school literacies sine then engage already “to express their personal feelings and opinions, seek and exchange information, maintain and develop social relations, construct desirable identities for themselves, act as a language brokers for the family and improve their English” (Haneda p.440). Teachers should not solely engage in literacy practices that focus instruction on decoding and subskills but instead look at the whole. Not everyone learns at the same pace. Haneda, provides four literacy practices for all learners to become critical literate; “code breaker, text participant, text user, and text analyst and critic (p.341).

As educators we need not to underestimate our students learning ability based on preset notions on a particular culture and or because of their inability to communicate “correctly” in the English language. Because we are human and we are made different by our experiences, we lean not only through reading text but through active meaningful interactions. Learning takes time; therefore, teachers must give students enough time to learn about a subject. When teaching writing, teachers must demonstrate everyday writing, focus on their content as well as providing the use of technology. One must make sure the English Language Learners do not feel alienated in the class. Other procedures should be used to foster learning and writing with English Language Learners, like allowing them opportunities to write in their first language and providing visual aid.

"Gender Turf Battles"

Gender inequalities exists in and out of school discourses which consist of roles, rights, and privileges. Women have always been products of their social environments particularly with regard to society gender role expectations. Previously, women were offered training in skills that contributed to moral development and quality of a wife: music, drawing, singing, etc. Through the years, women have grained rights, access to privileges and roles that were once seen as “male-dominated”. But, women still are viewed as inferior in this culture of power (male-dominated). Poverty, race and education are some factors that reduce women’s status. In 1972, the Equal Rights Amendment was passed which “granted” equal rights for girls and boys in ALL school programs. At present, although women don’t face the same discrimination presented during pass centuries, women are still seen as the “weaker sex.” Since schools are institutions that represent our society, which is controlled by the culture of power. It is evident that educators still press on traditional roles of women to perform better in English class, while boys are expected to do better in math and science. Sadly, these are the root causes for women to still play into these inequalities. Maher, F. in the article, “Gender”, presents us with various viewpoints by educators that either generate or hinder this idea that women should keep traditional roles as house wives; conservatives. On the other hand, Liberal-Progessive viewpoints are those that to a certain extent disregard racial, ethnic, disability, age, or gender differences and essential views all individuals as equals. This view allows peoples of all cultures and genders to participate and explore various options available to men. On a different note, social recontructionist teachers tackle and see the importance in understanding differences between gender, race, class, and cultures across disciplines. These educators question and “challenge societal inequalities reflected in their classrooms and make sure the curriculum contains explicit references to inequality and resistance”(273). It is important for teachers in the classroom to question, educate themselves and share their awareness about the prejudices that exists outside of the classroom, school, and in society as a whole. When students are exposed to such a learning environment, maybe then we will be acceptable of others for their differences and eventually do away with “gender turf battles” in our society. Therefore, it is important that in the classroom when we read various text we should always examine them from a critical perspective raising the questions that deal with gender roles as well as other cultures and how they are viewed in society. Through this, students will develop and understanding that if you are not part of the culture of power you are seen as inferior. The more cultures you are a part of the more obstacles you need to overcome.

The following video, highlights and raises questions on learning today.