On take-away question I have is what do we do to kids from other cultures when we stress classroom participation? If these these kids have internalized that their capital and experiences are worth less than those of their middle-class White peers, are we increasing their disadvantage when we punish them for not meeting the same expectations regarding classroom participation? If we as teachers could understand the reasons behind our students actions, maybe we would start to value them. By limiting some students' access to be be successful in school, aren't we helping to perpetuate social reproduction?
Between articles like Lee's and MacLeod's Ain't no Makin' It, I am becoming more convinced that much of social reproduction is caused by socio-economic and cultural misunderstandings and a lack of communication.
One standout from the "Up Against Whiteness", by Lee article was that so many Hmong students both "Traditional" and "Americanized" at UHS, felt so disconnected from faculty and staff. There was a chronic truancy problem, but the basis for students being late had many other layers to it.
ReplyDeleteI couldn't help but feel that if the school looked at the problem systematically they could create a more accepting and trusting environment for all students would possibly alleviate some of the truancy issues. Hence, leading to a better experience for the students.
This feels like a lofty aspiration, but even starting with an Advisory program, or small groups in which faculty and staff could get to know students better, would nurture a healthier environment.