Journal #10

                While reading “Finding Ways In” by Collingnon, Men, & Tan, I was struck by a few specific things in the study. First of all, I think it’s important to note the Southeast Asian parents’ concern with their noninvolvement in their children’s education. It is in their culture to leave the teaching to the teachers – though they do want the best education possible for their children, they trust the teachers to do their job, so they try to “stay out of the way.”  It’s not that these parents don’t care about what’s best for their child, it’s just a cultural divide that we as teachers need to be aware of. Similarly, since many of the Southeast Asian parents are unfamiliar to the American educational system, they might not even know how to become involved even if they decide to. It’s valuable to consider these cultural differences when we are faced with parents’ noninvolvement in our future classrooms, and do the extra work to reach out and make sure parents are comfortable and welcome to participate in their child’s education.

                A second thing that really hit me was that many of these Southeast Asian families from war torn areas chose to relocate to unfamiliar host countries rather than face death or oppression in their homeland. Neither of these choices is really optimal. A lot of immigrant families have a strong support system in their new country, like friends or relatives who may have immigrated years before and have started to find their way around and understand the culture. These refugees don’t really have many people to turn to who may have had similar experiences. In many cases, the refuges were a family (sometimes torn apart from other family members or suffering the loss of someone) plopped down in a strange new land, not knowing the language or culture, and trying to find success for themselves and their children. They’ve just moved from a war torn land where their only goal was basic survival and safety, and now they have to work towards the next tiers of Maslow’s hierarchy of needs. This means they have to find a place to live, a job to make money, a way to fit in in a new country…  A life turned upside down like this has huge psychological consequences for both children and parents, and as teachers, we must be aware of the things our students may have gone through and never assume anything about them.

                One last thing that I think is worth mentioning is the trouble that immigrant students can face when acclimating to a totally new culture. The school system is presumably where the new student will learn most about American culture. Teachers need to be aware of things like using idioms or even things as simple as raising hands or doing group work – these things might not be popular aspects of the new student’s education in his home country (if he was able to even receive an education in his first country!) I think it’s essential that immigrant students are made to feel as comfortable as possible in a classroom that will most likely be totally outside of their comfort zone. Equally as important is that we try to reach out to the families, to make immigrant families feel welcomed into our country and our schools.

Journal #9

Last week at the Teen Coalition, I was able to observe the Journey to Healing Program. It is a group of Khmer and other youth who want to become informed about the tragedy so recently suffered by the Khmer people (in some cases their close relatives) and who want to be knowledgeable and proud about their culture. I believe this is a wonderful program to help youths deal with some of the horrifying things that occur in our world, but to also help them realize that they don’t deserve to be discriminated against here in their freedom either. From what I could see, it’s an awesome way for students to learn more about their culture while also fostering feelings of pride.

Since the center is often bustling with many groups working on different things, the Journey to Healing group squirrels themselves off to the side of the meeting room. Monica leads the group and tries to keep the space relatively quiet and unintimidating, asking new visitors to close the door behind them. However, the group members themselves are anything but shy! Some keep pretty quiet, but most are ready and willing to offer their opinions. We begin with a fun ice breaker just to get talking, and jump right into the day’s agenda – choosing a traditional meal that Monica will teach the group to cook during a workshop. Students brainstorm some of their traditional cultural meals and share the ones they are curious to learn how to make. After they’ve exhausted their ideas, each student votes for the best dish that they really want to learn most about. Monica will then learn to cook this dish (if she does not know how to make it already), then bring back her knowledge later on to show the group how to create the culinary masterpiece. (And –of course—eat it, too!)

One of the coolest ideas in the program I observed was how they keep it a safe space. Group members are expected to be respectful, not hurt or offend anyone, and use appropriate language. If they break any of these rules, they can choose their punishment: 10 pushups, 10 jumping jacks, or $1 in the snack fund! The teens are generally very open, welcoming, and respectful, but I think this is a really clever and humorous way to make sure they know how important their behavior is.

Journal #8

One of the ideas exhibited in Ladson-Billings’ The Dreamkeepers is one that I have always thought to be a brilliant solution for the school of low socioeconomic status, full of students and parents who may not always have the time to attend open houses because of work conflicts, but who are always concerned for the best interests of their children. Paul Robeson Elementary School, Ladson-Billings’ own creation of an ideal school, is a ”neighborhood center and gathering place that is open from 6:00 am to 10:00 pm. It includes a daycare center, a preschool, a health clinic, and a job training center” (p. 153). I wholeheartedly agree that a school should be the glue that binds a town or community together. Parents and students alike should be familiar with schools, and schools should offer additional services to aid parents and students. This would also create jobs or opportunities for students (or parents) to learn a trade. I just think that it is so important for a school to have its arms open to the community. A school’s aim is obviously to help its students succeed, but if that goal spread to bettering the entire community and creating opportunities for young and old, public education would become even more meaningful.

Patricia Hillard is one teacher Ladson-Billings observed, and I think this woman’s view of knowledge is similar to my own. She teaches writing as an ongoing process. Since I am in the English field, writing is something very meaningful to me. Students so often feel pressure to write something perfect in their first draft, but this rarely happens. I want to help my future students understand that we will keep working together until their piece is the way they want it. I also love that Hillard’s students are “eager to share their latest publications” (p. 89). Students should find joy in the creation of a piece, but writing is often viewed as tedious. I want my students to learn to love writing as a vehicle for expressing themselves and getting through life, not just as something they need to do to pass a class.

I was also inspired by the stories of The New Dreamkeepers in the afterword. All of these teachers work hard every day to make the best possible environment for their African American students and their white or other race students alike. I think it’s important that we recognize and embrace differences, and in the classroom, each student’s unique background can bring something special and positive to the class. These teachers highlighted here are winning examples that caring teachers are all around, and we can make a difference for our students.