Now that the (two) final presentations have been given, I can say ........ GREAT JOB, TO EVERYONE !!! Aside from the nervousness (that many of us felt), mixed feelings about the topic of choice or the end product, prep time, possible difficulties in meeting with group members, etc. etc. etc. ............ all of the presentations turned out very well. I could see that a lot of effort went into each one. And, it's great how everyone has been helped in some way either by doing their own presentation research, or by the info. presented by other groups. The info. that each group has presented has also been very helpful in being enlightening about various social justice issues out there, and about ways that we can "help make a difference" individually/locally/globally. Way to go, SOCIAL WORKERS ! ! ! :-)
"The Forgotten Generation" (Elderly population) - I felt that there was a lot of thought and compassion involved in the group members' gathering of info., and it shows that they were really interested in the subject matter. The resource list for the elderly population was great; I didn't know about most of the agencies/services available. I agree that patience and understanding are really essential in working with the elderly. I was really surprised to find out that there's such a low percentage of social workers and doctors who specialize in elder care. I'm still pondering over which population that I'll work with once I'm done with school. Also, I really can't see myself working in a nursing home (due to getting attached, then the person dies, and/or the negative connection that nursing home staff have in general about not taking adequate care of the residents). But, as I'm exposed to more populations, and their issues/needs, I'm leaving my options opened about where I want to do my internship and/or be employed as a social worker. The hand-out was very helpful, and the three things to remember if we want to help: Volunteer, Spread Awareness, and Educate Yourself. Great job, ladies ! :-)
"Non-Traditional Students" - Doing our project was an interesting journey. As stated in the survey, and by group members, time constraints is a big issue for us. So, we met at various times to put everything together. I enjoyed gathering the info., and was really shocked that each survey participant (as undergrads) have had non-trad. students in their classes. I guess the numbers may have been lower had I only talked with freshmen, since most of their classes are huge, and they may not even notice who's sitting next to them each time. I personally didn't really have an issue with being labeled as a non-trad. student until I came to U.T. -- I don't have an "issue" with it now, but what I mean is that I didn't consider myself a non-trad. student before (just a "student"). I know that age-wise, I'm not in the same group as the average Longhorn. But, when I went to ACC, the students varied in age and experiences a lot (from those fresh out of high school to adults returning to school after their children/grandchildren were adults). I've always been the type to set the bar for myself, and not compete with the "young-folks". Then, once I got my first "A" at U.T., it was on! The lack of clubs/organizations well suited to my schedule and interests doesn't really bother me since I don't have a whole lot of time outside my other "adult" commitments to devote to organizations on campus anyway. Great job, ladies! Thanks for inviting me to join your group. :-)
When I first found out about being in a SW cohort, I thought: Okay, are we back in high school where the same group of students take all their classes together? Later, I found out how very helpful this can be, and has been for me and others. You not only see familiar faces each semester, but you also have a group of people with whom you can be accountable regarding class attendance, reminders about assignments/tests, etc. And, there's an additional support system away from home.
THANKS, Everyone for helping me to make it through one more semester. I've learned lots from each of you, and hope you feel the same way. :-)
Monday, April 30, 2012
Wednesday, April 25, 2012
Group Presentations!
WOW! The presentations this week have been wonderful. From what I've seen, everyone has put in a lot of time and effort into their final products. The passion for the subject matter was also very obvious to me. GREAT JOB, EVERYONE !!!
"After Work Activism" - It's a wonderful gesute that an organization has been formed to allow students and people who work during the day to take an active role in social justice issues -- and, not to be counted out because the rallies/marches are held during times which are inconvenient for their school/work schedules. Meeting the "time-factor" need is very essential to those who would otherwise not be able to get involved with worthwhile community issues. Bravo, for your efforts! :-)
"Project H" [Homelessness] - The initial video (faces of homelessness) was very effective, and the background music helped to get the point across. Interviews with professionals who work with the homeless population as well as members of the homesless community really helped to make the picture more clear for me. It also helped to erase ignorance about the topic, and characteristics of the individuals who are directly affected by it. I agree with Symone that facing this issue head-on causes me to really count my blessings. There are so many things that people take for granted because we don't have to think twice about how (or, whether) certain basic necessities will be available to us on a daily basis. Keep up the great work, ladies! I know you won't stop at this one project. And, thanks for sponsoring the Food Drive; great idea for immediate action. :-)
"Executive Orders" - Though you kept coming across obstacles in your attempt to get answers about executive orders themselves, your perseverance is what counts in the end. The information you've presented to the class has helped to enlighten me in several ways: (1) I now know something about executive orders; (2) I'm encouraged to keep researching and asking questions until I get solid answers about topics which are important to me and those I care about; and (3) Having some basic information about a topic of interest, then passing it along to others is more enlightening than giving up on finding the info. at all. Here's a quote that I came across a few years ago which has helped me through many tough situations: "Obstacles are what you see when you take your eyes off the goal." (I don't remember the author, but they're still good words to live by.) Keep on searching for answers to the tough questions! :-)
"Educational Disparities" - The opening video clip covered a lot, and was a very effective attention-getter for me. It's sad that there's such a huge difference in the educational opportunities for children, based on the part of town in which they attend school. I definitely agree that positive educational activities for children at a very young age (infancy; actually, they start learning while in the womb) is very essential to how they think about school and the overall process of learning. There are always success stories of children who live in impoverished neighborhoods, yet someone takes an interest and mentors them to (and, through) the road to college. Great job, ladies! Keep coming up with ideas to help motivate parents and students to take more interest in their learning and future endeavors! :-)
Here are a couple of things which came to mind during the presentation.
* I'm not sure whether this is available in all schools (or, in every school district), but one way of parental involvement is via e-mails to and from the child's teachers about progress reports/homework/projects/upcoming events, etc. This was available when my (now, 26-year-old) son went to Kealing Middle School here in Austin, and is still available at the middle school of a co-worker's son (in Round Rock or Pflugerville?).
* A friend of mine was taking some education classes at ACC last year, and as part of her grade, she had to do observations at the elementary, middle school, and high school level. She told me about her experience at LBJ High -- it was not a positive one at all. The students had uncontrollable classroom behavior (being loud and disrespectful to the teachers and fellow students). She said that the teachers didn't enforce classroom order. Emphasis was more on "attendance" (as the school overall received credit from administration and TEA for this), safety and security of the student body as a whole -- academics took a back seat to these three obviously more important areas.
"After Work Activism" - It's a wonderful gesute that an organization has been formed to allow students and people who work during the day to take an active role in social justice issues -- and, not to be counted out because the rallies/marches are held during times which are inconvenient for their school/work schedules. Meeting the "time-factor" need is very essential to those who would otherwise not be able to get involved with worthwhile community issues. Bravo, for your efforts! :-)
"Project H" [Homelessness] - The initial video (faces of homelessness) was very effective, and the background music helped to get the point across. Interviews with professionals who work with the homeless population as well as members of the homesless community really helped to make the picture more clear for me. It also helped to erase ignorance about the topic, and characteristics of the individuals who are directly affected by it. I agree with Symone that facing this issue head-on causes me to really count my blessings. There are so many things that people take for granted because we don't have to think twice about how (or, whether) certain basic necessities will be available to us on a daily basis. Keep up the great work, ladies! I know you won't stop at this one project. And, thanks for sponsoring the Food Drive; great idea for immediate action. :-)
"Executive Orders" - Though you kept coming across obstacles in your attempt to get answers about executive orders themselves, your perseverance is what counts in the end. The information you've presented to the class has helped to enlighten me in several ways: (1) I now know something about executive orders; (2) I'm encouraged to keep researching and asking questions until I get solid answers about topics which are important to me and those I care about; and (3) Having some basic information about a topic of interest, then passing it along to others is more enlightening than giving up on finding the info. at all. Here's a quote that I came across a few years ago which has helped me through many tough situations: "Obstacles are what you see when you take your eyes off the goal." (I don't remember the author, but they're still good words to live by.) Keep on searching for answers to the tough questions! :-)
"Educational Disparities" - The opening video clip covered a lot, and was a very effective attention-getter for me. It's sad that there's such a huge difference in the educational opportunities for children, based on the part of town in which they attend school. I definitely agree that positive educational activities for children at a very young age (infancy; actually, they start learning while in the womb) is very essential to how they think about school and the overall process of learning. There are always success stories of children who live in impoverished neighborhoods, yet someone takes an interest and mentors them to (and, through) the road to college. Great job, ladies! Keep coming up with ideas to help motivate parents and students to take more interest in their learning and future endeavors! :-)
Here are a couple of things which came to mind during the presentation.
* I'm not sure whether this is available in all schools (or, in every school district), but one way of parental involvement is via e-mails to and from the child's teachers about progress reports/homework/projects/upcoming events, etc. This was available when my (now, 26-year-old) son went to Kealing Middle School here in Austin, and is still available at the middle school of a co-worker's son (in Round Rock or Pflugerville?).
* A friend of mine was taking some education classes at ACC last year, and as part of her grade, she had to do observations at the elementary, middle school, and high school level. She told me about her experience at LBJ High -- it was not a positive one at all. The students had uncontrollable classroom behavior (being loud and disrespectful to the teachers and fellow students). She said that the teachers didn't enforce classroom order. Emphasis was more on "attendance" (as the school overall received credit from administration and TEA for this), safety and security of the student body as a whole -- academics took a back seat to these three obviously more important areas.
Monday, April 23, 2012
More "-isms" / Adult Responsibility / Changes of Life
I hope this doesn't come across as a "soapbox" rant, but more of an expression of personal experience, or a heads-up to what could happen again .............
Anyway, about mid-morning last Friday, my supervisor called me into her office. I didn't know what she wanted, nor what was up. I went in, an she told me that my full time job (of almost 19 years) is now classified as a part time position. My options are to remain in my current position (but, as a part time employee) -- of course, the problem is that my income will be cut in half, and I will have to pay BIG BUCKS for insurance. My husband is on my insurance, and he has health issues, so this option really wouldn't work too well for us. Option two is for me to resign via "Reduction in Force", and I'll remain on the payroll (but not on the premises after today) until June 1st. I guess that's like a severance package. Looking at the positive side, I have all day/every day to look for a new job and submit applications, and we still have insurance for the month of May. I'll still have a paycheck on May 1st and June 1st.
She explained the situation, asked whether I had any questions, and gave me a printed letter of what she'd just explained. She also told me that I could call her over the weekend if I thought of any questions regarding the situation. Of course, I was overwhelmed, shocked, and somewhat confused about what to do. She told me that I needed to leave the premises after our meeting, think about it, and decide what would be best for me and my family. I have to give her written notice of which option I chose after Soc. Justice class TODAY. Of course this is not the end of the world since I have the support, prayers, and encouragement from family and friends. But, it's just bad timing. I've not totally freaked out yet, which is a definite sign of growth for me. I'm trying to look at the big picture, be positive, and proactive in finding the ideal job for me.
Anyway, my message to all of you is that you should ALWAYS HAVE A PLAN "A-Z" in the various phases/stages of your life. When I was a coming up through school as a child/teen, I'd always hear people say that you need a Plan A & B (in case your first plan doesn't work). Well, as I get older, I realize that A&B are not enough. You need multiple plans to avoid as much disappointment as possible, and so that you won't be caught off guard by those who think they have power over your life. I'll be all right, and appreciate all the skills/knowledge/wisdom/relationships, etc. that I've gained over the years. I just want to impart a little wisdom to those of you who have not yet faced the world of work, or at least on a full time basis (or, in a situation where you have to foot your own bills and living expenses). It can be done, but you've gotta keep your eyes and ears opened at all times. :-)
Anyway, about mid-morning last Friday, my supervisor called me into her office. I didn't know what she wanted, nor what was up. I went in, an she told me that my full time job (of almost 19 years) is now classified as a part time position. My options are to remain in my current position (but, as a part time employee) -- of course, the problem is that my income will be cut in half, and I will have to pay BIG BUCKS for insurance. My husband is on my insurance, and he has health issues, so this option really wouldn't work too well for us. Option two is for me to resign via "Reduction in Force", and I'll remain on the payroll (but not on the premises after today) until June 1st. I guess that's like a severance package. Looking at the positive side, I have all day/every day to look for a new job and submit applications, and we still have insurance for the month of May. I'll still have a paycheck on May 1st and June 1st.
She explained the situation, asked whether I had any questions, and gave me a printed letter of what she'd just explained. She also told me that I could call her over the weekend if I thought of any questions regarding the situation. Of course, I was overwhelmed, shocked, and somewhat confused about what to do. She told me that I needed to leave the premises after our meeting, think about it, and decide what would be best for me and my family. I have to give her written notice of which option I chose after Soc. Justice class TODAY. Of course this is not the end of the world since I have the support, prayers, and encouragement from family and friends. But, it's just bad timing. I've not totally freaked out yet, which is a definite sign of growth for me. I'm trying to look at the big picture, be positive, and proactive in finding the ideal job for me.
Anyway, my message to all of you is that you should ALWAYS HAVE A PLAN "A-Z" in the various phases/stages of your life. When I was a coming up through school as a child/teen, I'd always hear people say that you need a Plan A & B (in case your first plan doesn't work). Well, as I get older, I realize that A&B are not enough. You need multiple plans to avoid as much disappointment as possible, and so that you won't be caught off guard by those who think they have power over your life. I'll be all right, and appreciate all the skills/knowledge/wisdom/relationships, etc. that I've gained over the years. I just want to impart a little wisdom to those of you who have not yet faced the world of work, or at least on a full time basis (or, in a situation where you have to foot your own bills and living expenses). It can be done, but you've gotta keep your eyes and ears opened at all times. :-)
Monday, April 16, 2012
Ableism - Class Activity / Ageism
Today's class activity was rather enlightening. Some classmates mentioned how the activity made them think a different way about how every day tasks are accomplished, and how we often take for granted that we can do these things without giving it much thought. I thought about the class activity today, when I visited the cafeteria in the bldg. where I work. The cafeteria/snack bar is owned by an older African-American, visually-impaired man. I think it's part of a contract that various state agencies have with another agency which enforces equal employment for small business owners under the ADA. Anyway, his cash register verbally announces the total due from the customer, and he often asks which bill is which (if they are of more than one denomination). So, he doesn't mind asking for help, although the research may say that he would be reluctant to ask (as a male). But, the purpose of asking about the bills' denominations is so that he may place each one in the appropriate slots within the cash register. This makes it much easier to count the drawer at the end of the day. I learned that when working retail as a part time job for several Christmas seasons. Another thing is the way that the elevators are set up in our office bldg. The floors are identified by numbers which light up after the buttons are pushed, as well as braille right under the numbered buttons. Then, once the selected floor is reached, there's an audible announcement of the floor. This way, most people (visually- or audibly-impaired) may ride the elevator to various floors independently. :-)
Ageism? Most of the students in this class are in their early 20's, so I sometimes think about how some activities may take more thought for me to accomplish than when I was in my 20's. It's more than a notion for me to leave class, and rush off to work (on foot) twice per week. It gets done, but by the time I arrive at my job site, I'm often out of breath, and my calves ache. Yep, it's my fault for not being in better physical shape, but I'm still being able to reach my goal of working full time, and attending classes part time. So, I'm okay with it. :-) I just threw that in because "age" often has a lot to do with how individuals perceive things as well as how (or, whether) activities are accomplished.
My mother is 87 years of age, she has several canes throughout her apt. in case she needs a little help getting around. Her mind and wit are still sharp as a tack. And, she never lets us forget she's "Mama". My sisters and I take turns each week staying overnight at our mom's place (we each have assigned nights). While her health issues aren't as bad as they were when we started staying with her a few years back, she just feels more comfortable with there being someone with her at night. I didn't understand it at first, but after a while, I realized something. She went from her mother's house, to being married (having a house with my dad), to living alone after my dad passed. She's very independent, but I guess if she's never really had to live alone, it's kinda hard to do so (if it's not totally necessary) at the age of 77 when my dad died. I was very okay with doing my part and staying with her if that's what made her happy. But, it made even more sense to me after I'd understood the patterns of her living arrangements throughout her life. Something to really be considered: If you haven't gone through a certain developmental stage in your life, it's not always easy to see the big picture of what someone else is going through -- even those the closest to you. It's well worth researching (online, etc.), as well as studying the individuals in your personal circle in order to be empathetic about the feelings of others. I'm not trying to be on a soapbox here, just giving a possible heads-up to those who may not have experienced anything like this before. Nursing homes and assisted living facilities aren't always the answer, especially for senior citizens who are still in their right minds, and can care for themselves to a certain extent, or who have family/friends around to help them on a daily basis.
Ageism? Most of the students in this class are in their early 20's, so I sometimes think about how some activities may take more thought for me to accomplish than when I was in my 20's. It's more than a notion for me to leave class, and rush off to work (on foot) twice per week. It gets done, but by the time I arrive at my job site, I'm often out of breath, and my calves ache. Yep, it's my fault for not being in better physical shape, but I'm still being able to reach my goal of working full time, and attending classes part time. So, I'm okay with it. :-) I just threw that in because "age" often has a lot to do with how individuals perceive things as well as how (or, whether) activities are accomplished.
My mother is 87 years of age, she has several canes throughout her apt. in case she needs a little help getting around. Her mind and wit are still sharp as a tack. And, she never lets us forget she's "Mama". My sisters and I take turns each week staying overnight at our mom's place (we each have assigned nights). While her health issues aren't as bad as they were when we started staying with her a few years back, she just feels more comfortable with there being someone with her at night. I didn't understand it at first, but after a while, I realized something. She went from her mother's house, to being married (having a house with my dad), to living alone after my dad passed. She's very independent, but I guess if she's never really had to live alone, it's kinda hard to do so (if it's not totally necessary) at the age of 77 when my dad died. I was very okay with doing my part and staying with her if that's what made her happy. But, it made even more sense to me after I'd understood the patterns of her living arrangements throughout her life. Something to really be considered: If you haven't gone through a certain developmental stage in your life, it's not always easy to see the big picture of what someone else is going through -- even those the closest to you. It's well worth researching (online, etc.), as well as studying the individuals in your personal circle in order to be empathetic about the feelings of others. I'm not trying to be on a soapbox here, just giving a possible heads-up to those who may not have experienced anything like this before. Nursing homes and assisted living facilities aren't always the answer, especially for senior citizens who are still in their right minds, and can care for themselves to a certain extent, or who have family/friends around to help them on a daily basis.
Wednesday, April 11, 2012
"Wasteland" film
The film that we saw in class today was very disturbing to me -- to see the children walking/playing/living in the filth of all the garbage which surrounded them on a daily basis. There were also animals in the midst walking in the refuge. It makes me think about all the blessings of my childhood. We weren't rich by any (financial) means, but we didn't go to bed hungry, and we weren't constantly surrounded by trash in the house nor in the neighborhood. Even the worst SES areas of Austin don't nearly compare to the living conditions of the people in the film.
A statement was made at the beginning that even the millionaires' garbage was dumped into the "wasteland" -- so, there's no segregation/classism represented there. Huh?
Toward the end of the film, Vik made a statement that he thought he'd just do the photo (art) project, then go back home. This reminded me of when I did my (class assignment) volunteer project for the Gen. Soc. Work Practice class. I thought -- Okay, I like to volunteer, and this time, I'll get a grade for it too. But, I never imagined the very rich experiences and lessons that I took away with me in the end. By helping others, I was even more helped by them! Go figure! It was great. :-)
A statement was made at the beginning that even the millionaires' garbage was dumped into the "wasteland" -- so, there's no segregation/classism represented there. Huh?
Toward the end of the film, Vik made a statement that he thought he'd just do the photo (art) project, then go back home. This reminded me of when I did my (class assignment) volunteer project for the Gen. Soc. Work Practice class. I thought -- Okay, I like to volunteer, and this time, I'll get a grade for it too. But, I never imagined the very rich experiences and lessons that I took away with me in the end. By helping others, I was even more helped by them! Go figure! It was great. :-)
Friday, April 6, 2012
U.T. Admissions
This week, Prof. G. sent an article about the admissions "mystery" at U.T. Regarding the Top 10% admissions, I have mixed emotions. While those at the top 10% of their graduating class are guaranteed admission, the remaining students' applications are based on essays, test scores, extracurricular activities, SES, and cultural background. Really? Why should SES and cultural background even be considered as part of the admissions criteria? Okay, if the committee is trying to give all students an equal playing field, but not so that it may be in some way used against them later.
This isn't totally fair because my son was in the top 10% of his graduating class at Johnston High School (now, Eastside Memorial High), yet ill-prepared for the academic expectations once he got into U.T. His grades suffered, and he ended up dropping out of college. I'm not putting all of the college prep responsibility on the high school teachers and administrators. But, he graduated from a school with an overall low morale (principals came and went), and the administration was planning to close it down due to low student performance anyway. Yes, he did graduate, and he had a solid elementary and middle school foundation. But, the adult leaders in his high school failed him, and my husband and I failed him as parents, by not transferring him to a different school in another area of town with more resources and teachers who were more interested in the overall educational process (not just in getting high TAAS scores, or whatever the standardized test was called back then). Ultimately, it was up to my son to pursue his education and set the bar for himself, but sometimes when those who are supposed to guide and protect you (i.e., parents, teachers, etc.) don't meet your expectations, you may "fall through the cracks" and give up on yourself. Sad, but true.
It was mentioned in the article about how there's more to a college graduate than GRADES & GPAs. In addition, I feel that just because a person has a degree (with or without a high GPA), doesn't mean that person can apply practical principles (common sense) to real world issues on the job. Some people only achieve "book knowledge", but can't apply it where it counts. Many times, students at schools in lower SES areas aren't necessarily encouraged to take courses, or to get involved in extracurricular (or, volunteer) activities, which may help them when applying to college. Morale, positive role models, and encouragement can go a long way with a student who may be the first in the family to go to college (or, even think about going).
This isn't totally fair because my son was in the top 10% of his graduating class at Johnston High School (now, Eastside Memorial High), yet ill-prepared for the academic expectations once he got into U.T. His grades suffered, and he ended up dropping out of college. I'm not putting all of the college prep responsibility on the high school teachers and administrators. But, he graduated from a school with an overall low morale (principals came and went), and the administration was planning to close it down due to low student performance anyway. Yes, he did graduate, and he had a solid elementary and middle school foundation. But, the adult leaders in his high school failed him, and my husband and I failed him as parents, by not transferring him to a different school in another area of town with more resources and teachers who were more interested in the overall educational process (not just in getting high TAAS scores, or whatever the standardized test was called back then). Ultimately, it was up to my son to pursue his education and set the bar for himself, but sometimes when those who are supposed to guide and protect you (i.e., parents, teachers, etc.) don't meet your expectations, you may "fall through the cracks" and give up on yourself. Sad, but true.
It was mentioned in the article about how there's more to a college graduate than GRADES & GPAs. In addition, I feel that just because a person has a degree (with or without a high GPA), doesn't mean that person can apply practical principles (common sense) to real world issues on the job. Some people only achieve "book knowledge", but can't apply it where it counts. Many times, students at schools in lower SES areas aren't necessarily encouraged to take courses, or to get involved in extracurricular (or, volunteer) activities, which may help them when applying to college. Morale, positive role models, and encouragement can go a long way with a student who may be the first in the family to go to college (or, even think about going).
Thursday, April 5, 2012
Sexual Orientation
Monday's video of the City Council meeting was very sad and touching. It was really saddening about the number of teens who'd committed suicide after their sexual orientation was publicized. We may not all agree on the choices that people make for their own lives, but no one has a right to humiliate and harrass a person to the point that suicide is the only way out. Come on now, we've all been through some form of teasing during childhood, but the line must be drawn somewhere. And, the adults who are supposed to guide and protect the youth of today need to be present more often so that less of this teasing and torture can be done. Many times, the teasing and joking comes from ignorance, and not understanding the full concept. Generalized statement: We shy away from what we don't understand, and laughing about it puts more emphasis on the misunderstood person, situation, or thing than on ourselves. Hmmm ..........
Our discussions this week remind me of personal experiences with family, friends, and co-workers who identify with the LGBTQ community. My first real experience (outside of the media) was in high school. I think it was after A.I.S.D. went back to bussing the Eastside and Westside students. There were two white lesbians in our school (that we knew about). I didn't know them personally, but would see them occasionally. I didn't understand, but I didn't tease them either.
Another encounter involved a former co-worker. She was nice, we were friends, but I didn't know that she was a lesbian until after she'd moved on to another job. She'd called the office about something, and I don't know how the subject was brought up, but she told me that she was a lesbian. I was shocked, because I thought that this was something that would always be noticeable. But, I try to get to know people on an individual basis, instead of going around looking for "signs" of the person's sexuality. I guess when I find out that a person has a different sexual identity than I'd initially thought, it's kind of like when I think that a person has a certain ethnic identity, then I'm later informed that I was wrong about that. It doesn't make me look at the person funny, but just lets me know that things (people) aren't always as they seem on the outside. And, that's OKAY.
Later on, there was another co-worker with whom I'd become friends who told me (after some time at the job) that she was a lesbian. She'd been married, and had a young daughter at the time. I didn't treat her any differently once she told me that she was a lesbian. After she'd moved on to another job, we kept in touch via e-mail, and she'd periodically bring her daughter by the office for a visit.
One more (although there are others): I have a nephew who (around family) dresses like a man, and we call him by his birth name. Occasionally, he'll wear make up around us, but I don't know whether he goes by a female name, or dresses differently around his friends. We don't treat him any differently than as the boy he was as a child (I mean, we've always addressed him as a male). Whatever his lifestyle when he's away from family, he doesn't force it on us. I'm not sure how he identifies his sexuality though. There have been several times that I've wanted to ask him to explain things to me about his life choice, but I'm generally not the in-your-face type. Maybe, one day ................
Our discussions this week remind me of personal experiences with family, friends, and co-workers who identify with the LGBTQ community. My first real experience (outside of the media) was in high school. I think it was after A.I.S.D. went back to bussing the Eastside and Westside students. There were two white lesbians in our school (that we knew about). I didn't know them personally, but would see them occasionally. I didn't understand, but I didn't tease them either.
Another encounter involved a former co-worker. She was nice, we were friends, but I didn't know that she was a lesbian until after she'd moved on to another job. She'd called the office about something, and I don't know how the subject was brought up, but she told me that she was a lesbian. I was shocked, because I thought that this was something that would always be noticeable. But, I try to get to know people on an individual basis, instead of going around looking for "signs" of the person's sexuality. I guess when I find out that a person has a different sexual identity than I'd initially thought, it's kind of like when I think that a person has a certain ethnic identity, then I'm later informed that I was wrong about that. It doesn't make me look at the person funny, but just lets me know that things (people) aren't always as they seem on the outside. And, that's OKAY.
Later on, there was another co-worker with whom I'd become friends who told me (after some time at the job) that she was a lesbian. She'd been married, and had a young daughter at the time. I didn't treat her any differently once she told me that she was a lesbian. After she'd moved on to another job, we kept in touch via e-mail, and she'd periodically bring her daughter by the office for a visit.
One more (although there are others): I have a nephew who (around family) dresses like a man, and we call him by his birth name. Occasionally, he'll wear make up around us, but I don't know whether he goes by a female name, or dresses differently around his friends. We don't treat him any differently than as the boy he was as a child (I mean, we've always addressed him as a male). Whatever his lifestyle when he's away from family, he doesn't force it on us. I'm not sure how he identifies his sexuality though. There have been several times that I've wanted to ask him to explain things to me about his life choice, but I'm generally not the in-your-face type. Maybe, one day ................
Monday, March 26, 2012
Anger /Frustration /Passion /Compassion
Today's discussion sparked a lot of emotions in the class as a whole -- some who spoke openly about it; others of us who may (will) blog about it later. Any way, this discussion stems off of the activity/discussion in our Human Behavior class today. We took sides based on who felt that social workers should approach inequalities at the local level (one community at a time), or at a global level (taking the world by storm). I was caught in between, because there are some issues that a social worker may feel which are better approached at the community level first. Whereas, other issues may be addressed at the global level if there are already workable programs in place (of course, there's always room for improvement, and for newer/better ideas to "fix" problems).
Anyway, I feel that whenever people want to affect change regarding obvious injustices in the world, then anger and frustration have just as much of a right to be included as do their passion and compassion for the people affected. Sometimes, it's our anger and frustration which cause us to be motivated enough to take action for positive change. Someone made a comment about how we may feel that the bigger problems should be addressed at the global level because they're TOO BIG and overwhelming for one person to tackle alone. While that's so true, I'm glad that we have this forum to start putting our heads together now, so that we'll be that much more ready for the clients and issues that we'll face once we're in the real world of social work. I appreciate the conversations, feedback, critical thinking, and brainstorming activities that we have now. And, I know that with as much anger-frustration-love-passion-compassion expressed in our classroom settings, and the research/resource provision that goes on with the blogs, etc. -- WE ARE ALL GOING TO BE GREAT SOCIAL WORKERS !!!
Anyway, I feel that whenever people want to affect change regarding obvious injustices in the world, then anger and frustration have just as much of a right to be included as do their passion and compassion for the people affected. Sometimes, it's our anger and frustration which cause us to be motivated enough to take action for positive change. Someone made a comment about how we may feel that the bigger problems should be addressed at the global level because they're TOO BIG and overwhelming for one person to tackle alone. While that's so true, I'm glad that we have this forum to start putting our heads together now, so that we'll be that much more ready for the clients and issues that we'll face once we're in the real world of social work. I appreciate the conversations, feedback, critical thinking, and brainstorming activities that we have now. And, I know that with as much anger-frustration-love-passion-compassion expressed in our classroom settings, and the research/resource provision that goes on with the blogs, etc. -- WE ARE ALL GOING TO BE GREAT SOCIAL WORKERS !!!
Gradeless Systems?
"Exerpt from Zen and the Art of Motorcycle Maintenance on Gradeless Systems":
I agree with this excerpt to a certain extent. Yes, it is often difficult and frustrating not to always be able to keep up with every assignment or to do my best on each one (due to other obligations -- including sleeping, eating, and spending time with family_. But, a balance would help me (and, probably lots of other students) in this area. Maybe, our classes should be half graded and half self-evaluated.
When I found out that this Soc. Justice class didn't have points assigned to each task, I was a little puzzled -- but, glad there aren't any EXAMS, especially with all the reading that's taking place this semester. But, after we got going, it became less intimidating for me to try something new (like "blogging"). The "catch" is, we're still expected to produce quality work in order to gete the desired grade at the end, but there's not as much pickinesss about every detail, every step of the way. Maybe, Prof. G.'s grading system will help to get us ready for grad. school. Or, for those who haven't been instroduced to the "wonderful" world of work -- maybe this method will prepare you for possible situations in which your future boss doesn't give you pep talks, pats on the back, and gold stars each time you successfully complete a task. Thanks for the wake up call, Prof. G.! :-)
I agree with this excerpt to a certain extent. Yes, it is often difficult and frustrating not to always be able to keep up with every assignment or to do my best on each one (due to other obligations -- including sleeping, eating, and spending time with family_. But, a balance would help me (and, probably lots of other students) in this area. Maybe, our classes should be half graded and half self-evaluated.
When I found out that this Soc. Justice class didn't have points assigned to each task, I was a little puzzled -- but, glad there aren't any EXAMS, especially with all the reading that's taking place this semester. But, after we got going, it became less intimidating for me to try something new (like "blogging"). The "catch" is, we're still expected to produce quality work in order to gete the desired grade at the end, but there's not as much pickinesss about every detail, every step of the way. Maybe, Prof. G.'s grading system will help to get us ready for grad. school. Or, for those who haven't been instroduced to the "wonderful" world of work -- maybe this method will prepare you for possible situations in which your future boss doesn't give you pep talks, pats on the back, and gold stars each time you successfully complete a task. Thanks for the wake up call, Prof. G.! :-)
Friday, March 23, 2012
Arizona School District / Achievement Gap, etc.
The topics this week have been a bit overwhelming, but I'll address a few of them.
* Article: "Why Are Black Students Lagging?"
What I got from this article is that there are a variety of reasons that black (as well as other) students may lag regarding their achievement in school, and in life. It's not always that they come from a lower SES, or that their parents are in prison or on drugs and don't care about their success in school. There was mention of middle class black families in which the parents spent more time working than ensuring that their children completed homework assignments, etc. This happens in families of various ethnicities and of various income/education levels. Sometimes, the parents are so caught up in working and proving to the world that they can compete with the best of them, that they forget that they have children at home who need their attention and guidance to get to the next level. I am of the belief that when you learn, you should be sure to pass that knowledge along to someone else so that the cycle will continue, and everyone gets a piece of the (education) pie. Everyone you try to teach may not accept it, but then you move on to someone else who does want to be helped.
The article referenced the fact that all schools don't have access to the same level of resources, and the schools with the higher minority student populations often don't get the best teachers (because some of them are afraid to teach in certain areas of town, while others would rather teach their own). I know about the phrase "acting white", that was mentioned in the article. I didn't know that it came out in the '80s, but I am well aware of the meaning. Some people use this phrase out of ignorance, as if whites are the only ones who have the intelligence to use proper English, and have etiquette when dining out, or whatever else may fall under this category. Come on now, most people who were raised by loving families with any level of integrity have some type of "home training", and know how to act around other people unlike themselves. Enough of that -- let's move on to the next topic.
* Article: "Racial Lens Used to Cul Curriculum in Arizona"
This article was upsetting to me because I don't think it's fair to deprive any group of students the right to read a variety of books/articles to help enrich their education. The whole thing about the Mexican-American studies courses turned into a political thing, as situations often do. It's good that the author (Matt de la Pena) was allowed to visit Tucson High School and address the students, as planned. Another good thing was that with all of their efforts to raise the $1,000 for his speaker's fee, he reinvested it by donating some of his books to the students at the high school. When certain types of books are banned from school libraries, it may not necessarily stop the students from reading them, but it's often a huge discouragement, especially when authors of color are involved. Sometimes, any books which catch students' interests opens their world to more books of various genres, and could raise their grades in other classes which may not involve a lot of reading, but rather problem-solving, and thinking outside the box.
* Lecture: "Closing the Achievement Gap"
I think we all agree that the lecture on Wed. was not at all what was expected. I thought we'd find out what causes the achievement gap (besides the obvious -- lack of resources, etc.), and how we as social workers can strive to change that for future students. Yep, the long, drawn-out introductions got on my nerves too. I felt like more emphasis should have been put on statistics, success rates, and positive real life stories of challenges and victories in the field. In our class discussion, a lot of great ideas were mentioned about what could be done to change the way that guest lecturer events should be handled. One suggestion was that we sign up to attend the lectures, and have the option to do an online survey/evaluation afterwards so that the committee will know how to improve for the next time. Others were to have a townhall meeting about upcoming lecture series, and ensuring Q&A time at the end of each lecture. I totally agree that MORE STUDENT INPUT should be a priority since the lectures are supposed to benefit the students. Overall, these events should be (set up) 'By the students - for the students'.
* Article: "Why Are Black Students Lagging?"
What I got from this article is that there are a variety of reasons that black (as well as other) students may lag regarding their achievement in school, and in life. It's not always that they come from a lower SES, or that their parents are in prison or on drugs and don't care about their success in school. There was mention of middle class black families in which the parents spent more time working than ensuring that their children completed homework assignments, etc. This happens in families of various ethnicities and of various income/education levels. Sometimes, the parents are so caught up in working and proving to the world that they can compete with the best of them, that they forget that they have children at home who need their attention and guidance to get to the next level. I am of the belief that when you learn, you should be sure to pass that knowledge along to someone else so that the cycle will continue, and everyone gets a piece of the (education) pie. Everyone you try to teach may not accept it, but then you move on to someone else who does want to be helped.
The article referenced the fact that all schools don't have access to the same level of resources, and the schools with the higher minority student populations often don't get the best teachers (because some of them are afraid to teach in certain areas of town, while others would rather teach their own). I know about the phrase "acting white", that was mentioned in the article. I didn't know that it came out in the '80s, but I am well aware of the meaning. Some people use this phrase out of ignorance, as if whites are the only ones who have the intelligence to use proper English, and have etiquette when dining out, or whatever else may fall under this category. Come on now, most people who were raised by loving families with any level of integrity have some type of "home training", and know how to act around other people unlike themselves. Enough of that -- let's move on to the next topic.
* Article: "Racial Lens Used to Cul Curriculum in Arizona"
This article was upsetting to me because I don't think it's fair to deprive any group of students the right to read a variety of books/articles to help enrich their education. The whole thing about the Mexican-American studies courses turned into a political thing, as situations often do. It's good that the author (Matt de la Pena) was allowed to visit Tucson High School and address the students, as planned. Another good thing was that with all of their efforts to raise the $1,000 for his speaker's fee, he reinvested it by donating some of his books to the students at the high school. When certain types of books are banned from school libraries, it may not necessarily stop the students from reading them, but it's often a huge discouragement, especially when authors of color are involved. Sometimes, any books which catch students' interests opens their world to more books of various genres, and could raise their grades in other classes which may not involve a lot of reading, but rather problem-solving, and thinking outside the box.
* Lecture: "Closing the Achievement Gap"
I think we all agree that the lecture on Wed. was not at all what was expected. I thought we'd find out what causes the achievement gap (besides the obvious -- lack of resources, etc.), and how we as social workers can strive to change that for future students. Yep, the long, drawn-out introductions got on my nerves too. I felt like more emphasis should have been put on statistics, success rates, and positive real life stories of challenges and victories in the field. In our class discussion, a lot of great ideas were mentioned about what could be done to change the way that guest lecturer events should be handled. One suggestion was that we sign up to attend the lectures, and have the option to do an online survey/evaluation afterwards so that the committee will know how to improve for the next time. Others were to have a townhall meeting about upcoming lecture series, and ensuring Q&A time at the end of each lecture. I totally agree that MORE STUDENT INPUT should be a priority since the lectures are supposed to benefit the students. Overall, these events should be (set up) 'By the students - for the students'.
Monday, March 19, 2012
Faith-Based Multiethnic Tenant Organizing
In the Adams text, "The Oak Park Story" was pretty intense. I liked the way that the multiethnic groups joined forces and had each others' backs with the various issues that they dealt with regarding their poor housing conditions. It was good that the organizers of pressing the issues forward (when the landlord/management wouldn't do anything positive) were initially the voice of the residents. Later, they found their own voice, and that was a form of empowerment which was initiated by the fatih-based organization. With some of them moving into one of the housing unit, and experiencing firsthand what the other tenants were experiencing may have made a bigger impact on getting something done about the conditions. I'm wondering how the "permanent" tenants felt about having these outsiders to move into their space. Maybe in the beginning, it was uncomfortable, until they realized that the group was there to make a positive change in the environment. It was really nice how the people joined together as one for classes as well as social gathering, and put their differences aside for the common good.
There was mention of the mold in the apartments, and how that caused (or, attributed to) many asthma cases among the residents. I'd learned about this sort of thing in a sociology class last semester, and it's still quite maddening to me how there can still be so many "slumlords" in the world who at least appear not to be concerned with the health and overall welfare of their tenants. Everyone deserves to live in clean, safe, comfortable environments -- no matter what their SES, ethnicity, religious affiliation, or any of the other labels which are placed on people to deprive some and grant others with what they need to make it in this world.
The reading on the process of dialogues was interesting as well. I would call it "brainstorming" if the purpose is to come up with solutions to the issues faced by the groups who are involved in the dialogue. Some people would just talk to air out their differences, while others would come together to realize how much they are alike than different from another group of people. One of the important things about dialogue is that ". . . all sides must feel empowered by the process." (p.310) I agree with this principle, since the gathering is to make a positive difference for all parties involved; otherwise, it could be considered a waste of everybody's time. Many times, things don't change, and no happy medium is met because the offending party is unaware of the offense. Sometimes, having the dialogue may not cause positive change, but at least it's doing something, and giving the offenders something to think about. Right?
There was mention of the mold in the apartments, and how that caused (or, attributed to) many asthma cases among the residents. I'd learned about this sort of thing in a sociology class last semester, and it's still quite maddening to me how there can still be so many "slumlords" in the world who at least appear not to be concerned with the health and overall welfare of their tenants. Everyone deserves to live in clean, safe, comfortable environments -- no matter what their SES, ethnicity, religious affiliation, or any of the other labels which are placed on people to deprive some and grant others with what they need to make it in this world.
The reading on the process of dialogues was interesting as well. I would call it "brainstorming" if the purpose is to come up with solutions to the issues faced by the groups who are involved in the dialogue. Some people would just talk to air out their differences, while others would come together to realize how much they are alike than different from another group of people. One of the important things about dialogue is that ". . . all sides must feel empowered by the process." (p.310) I agree with this principle, since the gathering is to make a positive difference for all parties involved; otherwise, it could be considered a waste of everybody's time. Many times, things don't change, and no happy medium is met because the offending party is unaware of the offense. Sometimes, having the dialogue may not cause positive change, but at least it's doing something, and giving the offenders something to think about. Right?
Friday, March 16, 2012
Spring Break, etc.
This week, I watched a couple of movies (one of which I'd seen a while back). "Coach Carter" {starring, Samuel L. Jackson} and "Talk to Me" {starring Don Cheadle}. Each of these films were based on true accounts of the individuals lives. They each addressed several issues which we've had in our readings and in class discussions. In "Coach Carter", the coach took a group of Black and Latino high school boys and not only turned around the basketball team to have a winning season, but he also instilled in the young men the importance of obtaining a quality education, having integrity, respecting themselves and others, and setting the bar higher for themselves than they'd previously believed was even possible. Sure, these students were from families with lower SES, but Coach Carter saw through that factor to the overall potential that they had, and let them know in so many words (and, in his actions to help them to be better men) that CLASS is more than access to money and other resources. He taught them that they could set high goals and achieve them. What he did in the lives of those young men is similar to what we as Social Workers will do in the lives of many (as well as what we're doing now -- before graduation). We've been talking a lot in this class about one person's making a difference, and this film is proof of how that can happen.
The other film, "Talk to Me", was about a young man (Petey Green) who'd been in and out of prison for most of his life. But, he used his communication skills (smooth talking) to get released early. Since he was a model prisoner, and respected by his peers, he was given an opportunity to have a radio show while he was in prison. It was a talk show combined with music. Once he was out, he talked his way into a job at a radio station where the brother of one of his fellow inmates worked. Anyway, his "keeping it real" approach turned around the ratings for the radio station, and the managers/owner knew that they couldn't continue to be successful without him. This story was also empowering because it said to me that no matter what a person's upbringing or other life circumstances, he/she can turn bad experiences around for a good outcome. He didn't ask for fame and fortune, but said that his radio program is what kept him focused while he was completing his prison sentence. Lesson here: Realize your gifts in life; nurture them, and stay focused on your goals.
I hope that everyone had a great (much needed) break! See you next week. :-)
The other film, "Talk to Me", was about a young man (Petey Green) who'd been in and out of prison for most of his life. But, he used his communication skills (smooth talking) to get released early. Since he was a model prisoner, and respected by his peers, he was given an opportunity to have a radio show while he was in prison. It was a talk show combined with music. Once he was out, he talked his way into a job at a radio station where the brother of one of his fellow inmates worked. Anyway, his "keeping it real" approach turned around the ratings for the radio station, and the managers/owner knew that they couldn't continue to be successful without him. This story was also empowering because it said to me that no matter what a person's upbringing or other life circumstances, he/she can turn bad experiences around for a good outcome. He didn't ask for fame and fortune, but said that his radio program is what kept him focused while he was completing his prison sentence. Lesson here: Realize your gifts in life; nurture them, and stay focused on your goals.
I hope that everyone had a great (much needed) break! See you next week. :-)
Thursday, March 8, 2012
Religion / Spirituality
Separation of Church and State: When I was coming up in school, it was explained to me the same way that many others before and after me were told -- that this clause was in The Constitution of the U.S. I was later told that the actual meaning of this concept was to keep the govt. out of the business affairs of the church. Of course, it continues to exist. There are govt'l regulations about how much a religious body or charitable organization may accept (via fundraising or donations), before the govt. tells the entity how to spend the funds, or what may be used for what. Not fair! I think it's because the city/state/fed. govt. wants the funds to go to them and their causes without individual donors having a say as to where the funds are spent. Once the taxes are taken from my monthly income (before I even see it), I should be able to choose where I spend the remainder. My labor - my choice!
Class Discussion: In the discussion on Wed., someone mentioned about "slavery" being in The Bible. No, the concept of slavery isn't right for anyone, but I've been told that we must consider the context in which things occur. This was as much of a way of life for people in biblical days as it was in later years with the Native Americans, Africans, Mexicans, etc. I'm not saying that it was good, but it had to do with hierarchy, and how people of power (kings, emperors, pharaohs) had servants to do their menial work. This so-called order has been present since the fall of man in the Book of Genesis. There are many parables in The Bible which speak to different issues in people's lives, depending on their experiences. And, there are many life lessons to be learned, which mean different things at different phases/stages of our lives. For example: Psalm 23 may not mean a whole lot to a child who's never been deprived of basic necessities. But, certain passages of this scripture may mean the world to an adult who's suffered the loss of a spouse (due to death, divorce, etc.). "The Lord is my shepherd, I shall not want ... He restores my soul ... Though I walk through the valley of the shadow of death, I will fear no evil. For you are with me ... You prepare a table before me in the presence of my enemies ..." All of these things mean provision, comfort, safety, etc. to one who may have known it before. But, if you've never felt like you've depended on The Lord for your provision, then you wouldn't know the relief and comfort it brings to know that He is there for you, no matter what you may go through in life.
My thoughts/experience: When I was a child, the terms "religion" and "spirituality" were interchangeable, so I didn't know that they were actually defined differently until I was an adult. I don't know for sure, but I think I first learned of the differences in a college course. Later, the differences in the definitions were mentioned in a church service setting. I was raised in a Church of God in Christ (pentecostal), and one thing that I don't totally agree with is the "dress code". It's a little more laxed now, but all of the "rules" still apply for the older, devout Christians in the church. I feel that a woman's way of thinking, and how she treats others is way more important than whether she wears makeup, and dresses OR pants. She may follow all the rules of attire and order on the outside, but may not have a pure/clean soul on the inside. A further note is that since God knows what you look like with or without clothing, it shouldn't matter what you wear. As long as the spiritual part of you is acceptable to Him, the actual clothing shouldn't hold that much focus by others.
Adams article: In the article "Oral History of Adam Fattah", it was upsetting to me how Adam's high school teachers were so insensitive to his freedom of religious expression. No one should be singled out and made to feel badly (or, inferior) because what they need to do personally interferes with the routine of the day for everyone else. Adam's request to change his course schedule should've been honored by his counselor in order to fulfill his desires and duties regarding his religious acts. I'm sure that many students' schedules have been changed for far less important (or, honorable) reasons, such as having the same classes or lunch periods as their friends have. Excuse me?! Talk to your friends after school, or take the opportunity to meet new classmates. Being true to oneself and ones beliefs is of more depth than engaging in frivolous chatter with friends (which can be done later). The other part that I didn't like was how his brother's teacher looked down on their mother during the partent-teacher conference. And, did the mom bust her bubble or what - when she spoke with perfect English, in a very intellectual way? A bachelor's and two master's degrees? What?! The mom probably has more degrees than her son's math teacher does. Hmmm ..........
Class Discussion: In the discussion on Wed., someone mentioned about "slavery" being in The Bible. No, the concept of slavery isn't right for anyone, but I've been told that we must consider the context in which things occur. This was as much of a way of life for people in biblical days as it was in later years with the Native Americans, Africans, Mexicans, etc. I'm not saying that it was good, but it had to do with hierarchy, and how people of power (kings, emperors, pharaohs) had servants to do their menial work. This so-called order has been present since the fall of man in the Book of Genesis. There are many parables in The Bible which speak to different issues in people's lives, depending on their experiences. And, there are many life lessons to be learned, which mean different things at different phases/stages of our lives. For example: Psalm 23 may not mean a whole lot to a child who's never been deprived of basic necessities. But, certain passages of this scripture may mean the world to an adult who's suffered the loss of a spouse (due to death, divorce, etc.). "The Lord is my shepherd, I shall not want ... He restores my soul ... Though I walk through the valley of the shadow of death, I will fear no evil. For you are with me ... You prepare a table before me in the presence of my enemies ..." All of these things mean provision, comfort, safety, etc. to one who may have known it before. But, if you've never felt like you've depended on The Lord for your provision, then you wouldn't know the relief and comfort it brings to know that He is there for you, no matter what you may go through in life.
My thoughts/experience: When I was a child, the terms "religion" and "spirituality" were interchangeable, so I didn't know that they were actually defined differently until I was an adult. I don't know for sure, but I think I first learned of the differences in a college course. Later, the differences in the definitions were mentioned in a church service setting. I was raised in a Church of God in Christ (pentecostal), and one thing that I don't totally agree with is the "dress code". It's a little more laxed now, but all of the "rules" still apply for the older, devout Christians in the church. I feel that a woman's way of thinking, and how she treats others is way more important than whether she wears makeup, and dresses OR pants. She may follow all the rules of attire and order on the outside, but may not have a pure/clean soul on the inside. A further note is that since God knows what you look like with or without clothing, it shouldn't matter what you wear. As long as the spiritual part of you is acceptable to Him, the actual clothing shouldn't hold that much focus by others.
Adams article: In the article "Oral History of Adam Fattah", it was upsetting to me how Adam's high school teachers were so insensitive to his freedom of religious expression. No one should be singled out and made to feel badly (or, inferior) because what they need to do personally interferes with the routine of the day for everyone else. Adam's request to change his course schedule should've been honored by his counselor in order to fulfill his desires and duties regarding his religious acts. I'm sure that many students' schedules have been changed for far less important (or, honorable) reasons, such as having the same classes or lunch periods as their friends have. Excuse me?! Talk to your friends after school, or take the opportunity to meet new classmates. Being true to oneself and ones beliefs is of more depth than engaging in frivolous chatter with friends (which can be done later). The other part that I didn't like was how his brother's teacher looked down on their mother during the partent-teacher conference. And, did the mom bust her bubble or what - when she spoke with perfect English, in a very intellectual way? A bachelor's and two master's degrees? What?! The mom probably has more degrees than her son's math teacher does. Hmmm ..........
Wednesday, February 29, 2012
More Culture Boxes
Awww . . . We're done with our Culture Box presentations already. I've thoroughly enjoyed the experience of putting mine together, and getting to learn more about everyone. When I read about the assignment in the syllabus, I thought that it would be fun to do, but didn't realize that there's a deeper layer to this project over all. I feel like, deeper connections and bonds may have been formed among some classmates. Yes, we all had to do this thing where we stood in front of the class and talked (about ourselves, this time). But, I was helped because there are some fellow Sudoku lovers in the room, not to mention dog lovers, butterfly lovers, and the list goes on.......... THANK YOU, Prof. G., for the assignment. And, THANK YOU, everyone, for sharing part of your lives with me and others. The smiles, the photos, the tears, and the laughs were all part of the bigger plan to bring us together as a community of SOCIAL WORKERS. Through our various presentations for this class (and, others), we have: Listened to, Encouraged, Provided Feedback to, Supported, and Empowered, each other to keep going just one step further. Isn't that what real social workers do? Okay then. We are well on our way. Also, the cases that we read in SW327 class may be difficult to digest at times, and make us feel overwhelmed about which interventions may work for each client. But, I'm glad that we're all still learning to think outside the box, and realizing that everything doesn't always work for everyone. Great job on the culture boxes, eveyone! We're half way through the semester, so don't forget to look back and offer a helping hand to classmates who may be slowing down and dragging their feet. Help is what we do. We are each other's clients until we graduate. :-)
Walmart & Classism
Walmart: Okay, so what was that Walmart film really about? I know ........ trying to get us to look at the BIGGER picture of how you can't really get something for nothing. But, I mean, would it be considered a social injustice for those who continue to shop at Walmart? Also, is it UNAMERICAN, UNSAFE, SEXIST, and/or RACIST to shop at Walmart? Come on, my heart goes out to the unappreciated, overworked, underpaid employees who work in the factories, but is my not shopping at Walmart really going to make a big enough statement that the working conditions and benefit packages (in the U.S. and abroad) will drastically change for the better? I don't mean to sound cold at all. I just don't know how much of the documentary was really true. If you're not on the inside, you may never really know. Right? I'd heard about the insurance benefits ordeal, and I feel badly for those affected by that. But, if the management at the corporate offices are really trying to force the employees to use govt. assistance to fund their personal insurance needs and to supplement their income (food stamps, WIC, etc.), then shame on them, and someone higher up should really do something to put a stop to this madness.
A few years ago, there was a big controversy over the Walmart which is now in the Northcross Mall area (Anderson Ln.). I'd heard that the people in the neighborhood didn't want the store there because it would attract the wrong types of people to the area. Really? People from all SES shop at Walmart, the dollar stores, etc. How to you think some of them are able to keep more dollars in their pockets and bank accounts if they're not rich? It's certainly not by shopping at the most expensive stores every chance they get. Anyway, this whole thing makes me wonder whether some of the opposers were also made aware of some of the negative issues presented in the film that we saw in class.
Classism: To me, the concept of "class" has more to do with decency, integrity, and how you treat others than the amount of wealth, money, level of education, area of residence, who you know, or what your last name is. I grew up in East Austin, and all of the families who lived on our street were working class. Nobody was rich, but many had class. We helped each other out when needed, and most families (including ours) had their lights/water/gas turned off at some point, due to insufficient funds to pay. But, we still had class, and we were still rich, because we stood for something, and we had each other to lean on. You can be the poorest person in the world (financially), but still be educated, have compassion, know how to treat people, and have moral character -- even when nobody is looking.
A few years ago, there was a big controversy over the Walmart which is now in the Northcross Mall area (Anderson Ln.). I'd heard that the people in the neighborhood didn't want the store there because it would attract the wrong types of people to the area. Really? People from all SES shop at Walmart, the dollar stores, etc. How to you think some of them are able to keep more dollars in their pockets and bank accounts if they're not rich? It's certainly not by shopping at the most expensive stores every chance they get. Anyway, this whole thing makes me wonder whether some of the opposers were also made aware of some of the negative issues presented in the film that we saw in class.
Classism: To me, the concept of "class" has more to do with decency, integrity, and how you treat others than the amount of wealth, money, level of education, area of residence, who you know, or what your last name is. I grew up in East Austin, and all of the families who lived on our street were working class. Nobody was rich, but many had class. We helped each other out when needed, and most families (including ours) had their lights/water/gas turned off at some point, due to insufficient funds to pay. But, we still had class, and we were still rich, because we stood for something, and we had each other to lean on. You can be the poorest person in the world (financially), but still be educated, have compassion, know how to treat people, and have moral character -- even when nobody is looking.
Friday, February 24, 2012
"Affirmative" Action ? ? ?
After having read the articles provided by Prof. G., and reading more on the internet this morning......
This whole Affirmative Action confusion is really starting to get under my skin. The word "affirmative" means "positive". Right? Or, has that definition changed over the years to fit certain situations? But, if the definition has not changed, WHO WOULDN'T WANT POSITIVE ACTION for the greater good -- except those who are up to no good, or who think that those who benefit from affirmative action will be considered just as good as (if not, better than) those who weren't born on the 'wrong side of the tracks' or with a darker than acceptable skin tone? Yeah, that's what I thought. FEAR of the unknown, or being shown up by those who are considered less than [perfect] has been an ever-present cancer in American society. BRAVO! to those who have societies in which everyone is equal. Yes, those societies have their faults too, but so do we all. Everyone has gifts and talents, but not all of us are able to shine in every arena.
The initial response to my application for admission to U.T. was "No". But, after my appeal, those with the power to say "No" again didn't have a valid enough reason to do so. So ...... here I am, 2-1/2 years later, with three semesters to go before graduation! I feel like I was accepted into this university based on who I was on paper (transcript, and essay; not racial/ethnicity affiliation). Once here, I have to prove myself based on my abilities as a person a -- not to be a 'credit to my race or gender'. But, being an African American, female, non-traditional student, I bring many experiences to the table that the white male/female, traditionally-aged students may never know personally. Don't bring out the violins for me nor any other student of color; better still, bring forth applause to everyone who hangs in there through ONE MORE assignment/presentation, ONE MORE test, ONE MORE day, ONE MORE semester until it's time to walk across the stage of achievement.
Please don't ever think that you know a person's entire story solely based on gender, skin color, SES, or any other labels that society sees fit to put on us. Let's do more getting to know people for whom they really are on the inside (the culture box experience is a good start), and less of the passing of judgment based on what our families, the media, and society as a whole has said is to be taken at face value about an entire group of people. Yes, racism has been around for a very long time, but ignorance can be stopped on any given day --- one person at a time. :-)
This whole Affirmative Action confusion is really starting to get under my skin. The word "affirmative" means "positive". Right? Or, has that definition changed over the years to fit certain situations? But, if the definition has not changed, WHO WOULDN'T WANT POSITIVE ACTION for the greater good -- except those who are up to no good, or who think that those who benefit from affirmative action will be considered just as good as (if not, better than) those who weren't born on the 'wrong side of the tracks' or with a darker than acceptable skin tone? Yeah, that's what I thought. FEAR of the unknown, or being shown up by those who are considered less than [perfect] has been an ever-present cancer in American society. BRAVO! to those who have societies in which everyone is equal. Yes, those societies have their faults too, but so do we all. Everyone has gifts and talents, but not all of us are able to shine in every arena.
The initial response to my application for admission to U.T. was "No". But, after my appeal, those with the power to say "No" again didn't have a valid enough reason to do so. So ...... here I am, 2-1/2 years later, with three semesters to go before graduation! I feel like I was accepted into this university based on who I was on paper (transcript, and essay; not racial/ethnicity affiliation). Once here, I have to prove myself based on my abilities as a person a -- not to be a 'credit to my race or gender'. But, being an African American, female, non-traditional student, I bring many experiences to the table that the white male/female, traditionally-aged students may never know personally. Don't bring out the violins for me nor any other student of color; better still, bring forth applause to everyone who hangs in there through ONE MORE assignment/presentation, ONE MORE test, ONE MORE day, ONE MORE semester until it's time to walk across the stage of achievement.
Please don't ever think that you know a person's entire story solely based on gender, skin color, SES, or any other labels that society sees fit to put on us. Let's do more getting to know people for whom they really are on the inside (the culture box experience is a good start), and less of the passing of judgment based on what our families, the media, and society as a whole has said is to be taken at face value about an entire group of people. Yes, racism has been around for a very long time, but ignorance can be stopped on any given day --- one person at a time. :-)
Wednesday, February 22, 2012
Guest Speaker and Culture Boxes
Guest Speaker [Monday, Feb. 20th]:
The presentation of our guest speaker (LaDon Matthys) from Mart, TX was okay, I guess (considering the subject matter). As mentioned during our in-class group activity today, she seemed a little nervous or unsure as to how far she could take the discussion. The topic of racism is a very touchy subject for those who are directly affected by it (on one side of the coin, or the other), as well as for those who are affected because a friend/loved one is more directly affected. In class today, there were differences of opinions regarding the pros and cons of the lecture. Some thought that the topic should just be put to rest, while others felt that it was helpful to put our feelings out there. I have mixed emotions since I didn't expect for there to be a continuation of Monday's class session, but it is what it is.
Back to the speaker's presentation: I'm sorry that LaDon had to grow up in such a negative environment, but glad that she was enough of a "rebel" to take a stand on what she believed in, even at the risk of being excommunicated from her family and community. She was asked the question of why she didn't go back to try and help fix the problem of racism in the overall community/city. She said that she didn't think it would make a difference. While there are times that ONE person CAN make a difference, there are other times when self preservation (including sanity, and keeping oneself away from continued negative confrontations) overrules doing what may be in the best interest of the overall good of the many involved. Yes, it does take courage to stand up for what's right, but it also takes courage to know when you may not be the one to take the stand at that particular time. Once the tension in the room became too thick to bear, and tears flowed from several people, I felt that the tears were not from guilt, but from compassion. I appreciate the small size of this class so that all voices are heard and everyone is given a chance to do well -- unlike the much larger classes that we've all endured at the beginning of our educational journeys.
Culture Boxes:
I really enjoyed the culture box presentations -- they were fun and funny. The explanations about the symbols allowed us to have a better insight as to who we are as individuals, and allows us to make greater connections with each other as we found out about our common interests, etc. Looks like everyone put lots of thought into the assignment. While some of us were nervous, I appreciate that everyone was supportive of each other's efforts. I enjoyed decorating my box, and deciding on the contents, and am so glad that we were given so much freedom to be creative, and make the boxes "our own". And, maybe this assignment will help each of us to learn a little more about ourselves. :-)
The presentation of our guest speaker (LaDon Matthys) from Mart, TX was okay, I guess (considering the subject matter). As mentioned during our in-class group activity today, she seemed a little nervous or unsure as to how far she could take the discussion. The topic of racism is a very touchy subject for those who are directly affected by it (on one side of the coin, or the other), as well as for those who are affected because a friend/loved one is more directly affected. In class today, there were differences of opinions regarding the pros and cons of the lecture. Some thought that the topic should just be put to rest, while others felt that it was helpful to put our feelings out there. I have mixed emotions since I didn't expect for there to be a continuation of Monday's class session, but it is what it is.
Back to the speaker's presentation: I'm sorry that LaDon had to grow up in such a negative environment, but glad that she was enough of a "rebel" to take a stand on what she believed in, even at the risk of being excommunicated from her family and community. She was asked the question of why she didn't go back to try and help fix the problem of racism in the overall community/city. She said that she didn't think it would make a difference. While there are times that ONE person CAN make a difference, there are other times when self preservation (including sanity, and keeping oneself away from continued negative confrontations) overrules doing what may be in the best interest of the overall good of the many involved. Yes, it does take courage to stand up for what's right, but it also takes courage to know when you may not be the one to take the stand at that particular time. Once the tension in the room became too thick to bear, and tears flowed from several people, I felt that the tears were not from guilt, but from compassion. I appreciate the small size of this class so that all voices are heard and everyone is given a chance to do well -- unlike the much larger classes that we've all endured at the beginning of our educational journeys.
Culture Boxes:
I really enjoyed the culture box presentations -- they were fun and funny. The explanations about the symbols allowed us to have a better insight as to who we are as individuals, and allows us to make greater connections with each other as we found out about our common interests, etc. Looks like everyone put lots of thought into the assignment. While some of us were nervous, I appreciate that everyone was supportive of each other's efforts. I enjoyed decorating my box, and deciding on the contents, and am so glad that we were given so much freedom to be creative, and make the boxes "our own". And, maybe this assignment will help each of us to learn a little more about ourselves. :-)
Saturday, February 18, 2012
At-Risk Youth
The article that Prof. G. sent to us ("One Man's Journey from Gang Member to Academia") was very inspiring and powerful to me. The over all message that I got from it was that since one of Dr. Victor Rios' high school teachers saw his potential, took such an active role in helping him to achieve academic success, and didn't give up on him, he is able to do the same for at-risk youth today. WOW! Not that he's the only person who's taken a really bad childhood and turned it around for the good of himself and others, but he is ONE who's done so. To me, it means that no matter what a person has endured in his/her life so far, it's always possible to achieve future success if he/she is willing to do the work and step outside the box -- maybe not in the traditional way, but as long as it's done legally and without intentionally stepping on others to get what he/she wants, it's still good.
One example of cultural competence and a positive impact made by Dr. Rios is expressed in a quote by Miguel (19-year-old, high school drop-out, and gang member) who's involved in the program/study to help the youth, "I felt like I can relate to him. . . He knows how to come at us, you know, and at what level of respect to come at us." I can relate to that thought, because I believe that many people may need or want to be helped regarding their situations, but don't feel that there are people out there who really care about them -- or, that the "helpers" don't fully understand what they're going through since they haven't walked in their shoes. Many well-meaning people in this world take the wrong approach to helping others (even if it's unintentional); thereby, making a bad situation worse. So, the lesson here is: Treat others the way that you'd like to be treated, and don't have an I-got-mine-you-get-yours-the-best-way-you-can mentality.
One example of cultural competence and a positive impact made by Dr. Rios is expressed in a quote by Miguel (19-year-old, high school drop-out, and gang member) who's involved in the program/study to help the youth, "I felt like I can relate to him. . . He knows how to come at us, you know, and at what level of respect to come at us." I can relate to that thought, because I believe that many people may need or want to be helped regarding their situations, but don't feel that there are people out there who really care about them -- or, that the "helpers" don't fully understand what they're going through since they haven't walked in their shoes. Many well-meaning people in this world take the wrong approach to helping others (even if it's unintentional); thereby, making a bad situation worse. So, the lesson here is: Treat others the way that you'd like to be treated, and don't have an I-got-mine-you-get-yours-the-best-way-you-can mentality.
Racism & White Privilege
In the Adams textbook, the reading on "Defining Racism" was interesting and enlightening, yet somewhat disturbing. I guess I never really thought about the concept of the lack of information about a person/subject matter being just as strong as (if not stronger than) the misinformation of the same. There was the example of how a young white woman who was preparing to be an English teacher hadn't been exposed to any black authors in her previous educational experience. So, she was ill-equipped to teach this portion of English lit. to her future students. On the other hand, a white male in the same class felt that he didn't know of any black authors because there weren't any out there. (pause) Okay, we all know that just because you don't know about a thing does not mean that it doesn't exist. I think he should've just kept that part of his ignorance to himself and asked his teacher for a list of black authors, instead of just assuming that they didn't exist. Even if this was an example of a class discussion which took place prior to the internet access we have today, the "card catalog" in the school/public libraries has existed for quite some time. All he had to do was ask somebody. (enough of that)
While prejudice is defined as "... a preconceived judgment or opinion, usually based on limited information." (p. 67), racism is defined as "... prejudice plus power". (p. 68) When I think about these definitions, they really make sense. Over the years, these two terms have been used interchangeably in conversations that I've heard as well as some in which I've engaged. This was more so due to my own ignorance about the subject matter, and not really wanting to know about the deeper meaning of either term, than what I've been taught by my parents, other family members, or people in the community. I guess I'm somewhat naive about the whole thing. I still like to give people the benefit of the doubt, and not just assume that everything that happens to me (or, around me) is because of my skin color, SES, or any other labels which others may try to attach to me based solely on my outer appearance. This whole racial thing has come up in many class discussions since I transferred to U.T. in the Fall 2009 semester. It's been said that racism has not gone away, but just taken on different forms over the years. When I applied to U.T., the first response that I received in the letter from the Admissions Office staff was NO. Immediately, I contacted the person who was named at the end of the letter, and played phone tag for a couple of days until I was told what I could do to appeal the decision. Once I did what I was advised, I got a second response of YES, and within a week of the first letter, I had been accepted for admission. On the other hand, I have a nephew who's been trying to get into U.T., and based on the influence of his dad (and, maybe others), he's expressed that he hasn't gotten in just because he's black. I put in my two cents worth about it, but it didn't do any good. So, I don't know what else to tell him. I got in as a transfer student (with many college hours under my belt, and a g.p.a. which shows that I take my grades seriously), and he was initially trying to get in as a high school graduate, wanting to play football for U.T., but other areas may have been lacking something. Oh well, I try to give him moral support, and let him know that there are other avenues to consider to reach his goals. Every time something doesn't go the way a person would like doesn't always have to do with gender, race/ethnicity, SES, religious beliefs (or, not), or sexual orientation. Sometimes, we get a NO response because the thing that we're pursuing is not for us at that particular time (if at all). Get over it, and move on! I know that it's not always easy to do that, but the bottom line is that life does go on, even when individuals are disappointed about certain outcomes in their personal lives. We all have to go through this at times.
About white privilege: The article by Peggy McIntosh, entitled "White Privilege: Unpacking the Invisible Knapsack" is mentioned on p. 68 of the reading. I'd read this in a couple of previous classes. In case you haven't read it before, she includes a list of 26 items to which whites have access in their daily lives that many people of color don't have. The list includes: (2) "... I can be pretty sure of renting or purchasing housing in an area, which I can afford and in which I would want to live." (4) "I can go shopping alone most of the time, pretty well assured that I will not be followed or harassed." (13) "I can speak in public to a powerful male group without putting my race on trial." (14) "I can do well in a challenging situation without being called a credit to my race." (18) "I can be pretty sure that if I ask to talk to "the person in charge," I will be facing a person of my race." (19) "If a traffic cop pulls me over or if the IRS audits my tax return, I can be sure I haven't been singled out because of my race." As I'd mentioned earlier, I'm just naive when it comes to many of these situations, and hope that I am never put in a position in which I am totally disrespected, disregarded, or deeply scarred because I'm a black-working class-female. I try to treat others with respect, and expect nothing less from them in return.
While prejudice is defined as "... a preconceived judgment or opinion, usually based on limited information." (p. 67), racism is defined as "... prejudice plus power". (p. 68) When I think about these definitions, they really make sense. Over the years, these two terms have been used interchangeably in conversations that I've heard as well as some in which I've engaged. This was more so due to my own ignorance about the subject matter, and not really wanting to know about the deeper meaning of either term, than what I've been taught by my parents, other family members, or people in the community. I guess I'm somewhat naive about the whole thing. I still like to give people the benefit of the doubt, and not just assume that everything that happens to me (or, around me) is because of my skin color, SES, or any other labels which others may try to attach to me based solely on my outer appearance. This whole racial thing has come up in many class discussions since I transferred to U.T. in the Fall 2009 semester. It's been said that racism has not gone away, but just taken on different forms over the years. When I applied to U.T., the first response that I received in the letter from the Admissions Office staff was NO. Immediately, I contacted the person who was named at the end of the letter, and played phone tag for a couple of days until I was told what I could do to appeal the decision. Once I did what I was advised, I got a second response of YES, and within a week of the first letter, I had been accepted for admission. On the other hand, I have a nephew who's been trying to get into U.T., and based on the influence of his dad (and, maybe others), he's expressed that he hasn't gotten in just because he's black. I put in my two cents worth about it, but it didn't do any good. So, I don't know what else to tell him. I got in as a transfer student (with many college hours under my belt, and a g.p.a. which shows that I take my grades seriously), and he was initially trying to get in as a high school graduate, wanting to play football for U.T., but other areas may have been lacking something. Oh well, I try to give him moral support, and let him know that there are other avenues to consider to reach his goals. Every time something doesn't go the way a person would like doesn't always have to do with gender, race/ethnicity, SES, religious beliefs (or, not), or sexual orientation. Sometimes, we get a NO response because the thing that we're pursuing is not for us at that particular time (if at all). Get over it, and move on! I know that it's not always easy to do that, but the bottom line is that life does go on, even when individuals are disappointed about certain outcomes in their personal lives. We all have to go through this at times.
About white privilege: The article by Peggy McIntosh, entitled "White Privilege: Unpacking the Invisible Knapsack" is mentioned on p. 68 of the reading. I'd read this in a couple of previous classes. In case you haven't read it before, she includes a list of 26 items to which whites have access in their daily lives that many people of color don't have. The list includes: (2) "... I can be pretty sure of renting or purchasing housing in an area, which I can afford and in which I would want to live." (4) "I can go shopping alone most of the time, pretty well assured that I will not be followed or harassed." (13) "I can speak in public to a powerful male group without putting my race on trial." (14) "I can do well in a challenging situation without being called a credit to my race." (18) "I can be pretty sure that if I ask to talk to "the person in charge," I will be facing a person of my race." (19) "If a traffic cop pulls me over or if the IRS audits my tax return, I can be sure I haven't been singled out because of my race." As I'd mentioned earlier, I'm just naive when it comes to many of these situations, and hope that I am never put in a position in which I am totally disrespected, disregarded, or deeply scarred because I'm a black-working class-female. I try to treat others with respect, and expect nothing less from them in return.
Friday, February 10, 2012
Starvation, Cannibalism, and Skewed History -- Oh, My!
Zinn - "Drawing the Color Line" (chap. 2)
There were several shocking things for me in this chapter, but I'll just focus on a couple.
From what I gather, the Virginians were no match for the Indians (and, couldn't conquer them as did Columbus and his crew), so they chose to enslave blacks (Africans first). The next shocker was the "cannibalism", due to the extreme lack of food at the time. Reading about this upset my stomach - not only the process itself, but the fact that this group endured such extreme starvation that they resorted to digging up graves and eating the corpses. Survival at any cost, must've been the ultimate goal. I'm not trying to judge the people, since I've never walked in their shoes, but this whole thing was a major shocker for me.
The anger that the colonists showed toward the Indians (due to their wisdom of survival on the land that the colonists didn't have) was nothing more than an example of actions by the "haters" who are still alive and well in America today. If the they were really all that superior and wise, they would've befriended the Indians early on, and learned of their surviving ways instead of begrudging them for their skills and talents that they put to good use.
In several classmates' blog posts, they mentioned how "skewed" our overall American history has been taught to us since elementary school. Well, African American history (as well as the histories of people of various other -- or, all -- ethnicities) are also very skewed. The accounts are usually from the eyes of the storyteller who has personal biases of his/her own, as we all do -- so both sides of the story may not be as fully developed in order to paint an accurate picture for the readers. In a Criminal Justice class that I took last semester, it was mentioned (with regard to police reports and testimonies) that two people can be present for the same event, but each recalls it differently than the other one. Maybe neither one is lying about what's happened, but more so telling what was perceived from his/her perspective. So, what's recorded in history books (whomever's history it may be) can't always be totally taken at face value. Some people may be telling the "whole truth", while others are telling "their truth" -- whoever feels the need to get the upper hand at the time (whoever stands to benefit the most).
There were several shocking things for me in this chapter, but I'll just focus on a couple.
From what I gather, the Virginians were no match for the Indians (and, couldn't conquer them as did Columbus and his crew), so they chose to enslave blacks (Africans first). The next shocker was the "cannibalism", due to the extreme lack of food at the time. Reading about this upset my stomach - not only the process itself, but the fact that this group endured such extreme starvation that they resorted to digging up graves and eating the corpses. Survival at any cost, must've been the ultimate goal. I'm not trying to judge the people, since I've never walked in their shoes, but this whole thing was a major shocker for me.
The anger that the colonists showed toward the Indians (due to their wisdom of survival on the land that the colonists didn't have) was nothing more than an example of actions by the "haters" who are still alive and well in America today. If the they were really all that superior and wise, they would've befriended the Indians early on, and learned of their surviving ways instead of begrudging them for their skills and talents that they put to good use.
In several classmates' blog posts, they mentioned how "skewed" our overall American history has been taught to us since elementary school. Well, African American history (as well as the histories of people of various other -- or, all -- ethnicities) are also very skewed. The accounts are usually from the eyes of the storyteller who has personal biases of his/her own, as we all do -- so both sides of the story may not be as fully developed in order to paint an accurate picture for the readers. In a Criminal Justice class that I took last semester, it was mentioned (with regard to police reports and testimonies) that two people can be present for the same event, but each recalls it differently than the other one. Maybe neither one is lying about what's happened, but more so telling what was perceived from his/her perspective. So, what's recorded in history books (whomever's history it may be) can't always be totally taken at face value. Some people may be telling the "whole truth", while others are telling "their truth" -- whoever feels the need to get the upper hand at the time (whoever stands to benefit the most).
Thursday, February 9, 2012
Sorry, I'd meant to include info. about the Treaty Oak which was also mentioned during the presentation by our guest speaker. Here's a site for more info. -- www.ci.austin.tx.us/treatyoak/hist1.htm
Location: 503 Baylor St.
Location: 503 Baylor St.
Guest Speaker from SafePlace -- Diane ________
Sorry, I didn't catch her last name, but the guest speaker on Wed. was great, and her overall presentation was interesting. I thought that it was especially good because she invited our participation, via questions and ideas so that we'd get a glimpse of the crital thinking skills needed in the field of social work.
Regarding the Social Justice ("Strongly Agree" vs. "Strongly Disagree") activity: I enjoyed it for its thought-provoking aspect. I stayed on the "Strongly Agree" side with each topic because I feel that even though an issue may not affect me directly and personally, the services needed by the one who is directly affected may need government funding in order to be successful. So, as a tax payer, I am affected. And, the bigger the issue/problem, the more people are involved. People = Society (a.k.a. "Social"). Several years ago, I didn't think that many of the topics should be considered as social justice problems. But, as I've taken more sociology, psychology, and social work classes, I'm now able to see that if individual problems/issues aren't addressed early on (micro level), they eventually become problems for the broader community/society (macro level). And, at the macro level, several aspects are involved: increased research, funding, human (and, general) resources, etc. We all feel the crunch at some point, whenever there's an increase in taxes, retail prices, decrease in program funding (transferred to other areas), etc. etc. etc.
I'm glad that we're getting exposed to a variety of people who work in the "real world" so that we know more about the options we have after graduation (or, grad school). Thanks, Prof. G.! :-)
Regarding the Social Justice ("Strongly Agree" vs. "Strongly Disagree") activity: I enjoyed it for its thought-provoking aspect. I stayed on the "Strongly Agree" side with each topic because I feel that even though an issue may not affect me directly and personally, the services needed by the one who is directly affected may need government funding in order to be successful. So, as a tax payer, I am affected. And, the bigger the issue/problem, the more people are involved. People = Society (a.k.a. "Social"). Several years ago, I didn't think that many of the topics should be considered as social justice problems. But, as I've taken more sociology, psychology, and social work classes, I'm now able to see that if individual problems/issues aren't addressed early on (micro level), they eventually become problems for the broader community/society (macro level). And, at the macro level, several aspects are involved: increased research, funding, human (and, general) resources, etc. We all feel the crunch at some point, whenever there's an increase in taxes, retail prices, decrease in program funding (transferred to other areas), etc. etc. etc.
I'm glad that we're getting exposed to a variety of people who work in the "real world" so that we know more about the options we have after graduation (or, grad school). Thanks, Prof. G.! :-)
Monday, February 6, 2012
During today's class discussion, Prof. G. gave an example of how some people, faced with various situations in which they are able to help others, rise to the challenge. But, in their daily lives, these same people aren't necessarily seen as heroes (or, otherwise, outstanding in their abilities, etc.). I feel that the every day heroes (i.e., responsible people who do what's necessary to get the job done) are the same people who almost turn into super heroes when family members and friends are in crises situations. Like, there was an example many years ago of a mother (of, ordinary strength, no doubt) who was able to muster up super human strength when her child was pinned under a car. She lifted the car enough that the child was pulled out of harms way, and into a safe place.
Here are several quotes of the week that I think fit in with this topic; from the orange 2011-2012 Hook'em Handbook (distributed by Texas Student Media/ The Daily Texan):
* Week of Feb. 6th - "One must know not just how to accept a gift, but with what grace to share it." (Maya Angelou)
* Week of Feb. 20th - "A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty." (Winston Churchill)
* Week of April 2nd - "Face your deficiencies and acknowledge them; but do not let them master you. Let them teach you patience, sweetness, insight." (Helen Keller)
* Week of April 9th - "I do not believe one can settle how much we ought to give. I am afraid the only safe rule is to give more than we can spare." (C. S. Lewis)
* Week of May 14th - "Every great dream begins with a dreamer. Always remember, you have within you the strength, the patience, and the passion to reach for the stars to change the world." (Harriet Tubman)
Here are several quotes of the week that I think fit in with this topic; from the orange 2011-2012 Hook'em Handbook (distributed by Texas Student Media/ The Daily Texan):
* Week of Feb. 6th - "One must know not just how to accept a gift, but with what grace to share it." (Maya Angelou)
* Week of Feb. 20th - "A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty." (Winston Churchill)
* Week of April 2nd - "Face your deficiencies and acknowledge them; but do not let them master you. Let them teach you patience, sweetness, insight." (Helen Keller)
* Week of April 9th - "I do not believe one can settle how much we ought to give. I am afraid the only safe rule is to give more than we can spare." (C. S. Lewis)
* Week of May 14th - "Every great dream begins with a dreamer. Always remember, you have within you the strength, the patience, and the passion to reach for the stars to change the world." (Harriet Tubman)
Tuesday, January 31, 2012
Guest Speaker - Dr. Aguilar
WOW! I really enjoyed Dr. Aguilar's presentation yesterday. He was really encouraging with all he had to say, and it's very refreshing to me whenever people are willing to be that open about their own trials that were overcome to obtain success. Many times, people want to act like there were no valleys during their journeys. Oh, well ........ anyway, when we were exploring the topic of "Empowerment", the quote that I'd referenced came from a Chinese Proverb: "Give a man a fish and feed him for a day. Teach a man to fish and feed him for a lifetime." To me, that's what empowerment is all about. In the process of teaching someone to "fish" (self sufficiency), you are also increasing that person's self esteem. For, once he/she learns how to fish, there's no longer an excuse for being hungry (or, otherwise providing for his/her own or family's needs). It feels much better to me when I can do things on my own instead of having to depend on someone else all the time. When I was growing up, our family didn't always have a car, so my parents taught us how to ride the bus. And, I still depend on public transportation for the most part to get me where I need to go, even though my husband and son have cars (but, I can't drive either). It's usually no big deal to me, unless there are extreme weather conditions, or some other situation keeps me from riding the bus at a particular time.
Another big thing that I appreciate about Dr. Aguilar's talk was that he'd mentioned how people can manipulate certain situations in order to be able to participate in events which they may not otherwise be able to do, due to some type of challenge. I remember in the movie "Ray" (about the singer/musician, Ray Charles), starring Jamie Fox, how his socks had certain stitchings added to them so that he'd know which color to choose to match his clothes. Now, that's creative. It's amazing what types of creative things we can do to make our lives easier if put in the position to really need to do so. That's enough for now. Later! :-)
Another big thing that I appreciate about Dr. Aguilar's talk was that he'd mentioned how people can manipulate certain situations in order to be able to participate in events which they may not otherwise be able to do, due to some type of challenge. I remember in the movie "Ray" (about the singer/musician, Ray Charles), starring Jamie Fox, how his socks had certain stitchings added to them so that he'd know which color to choose to match his clothes. Now, that's creative. It's amazing what types of creative things we can do to make our lives easier if put in the position to really need to do so. That's enough for now. Later! :-)
Thursday, January 26, 2012
I've received an alarming e-mail about a Social Injustice issue, reported in the Naples News. Please check out the link below to read the entire article.
http://www.naplesnews.com/news/2006/jan/22/still_no_answers_about_men_last_seen_deputy/
http://www.naplesnews.com/news/2006/jan/22/still_no_answers_about_men_last_seen_deputy/
Monday, January 23, 2012
I'm very much a first time blogger. But, it's done now (I think). Anyway, I was thinking about our class discussion today, and was reminded of two things. First, a movie that's coming out Feb. 24, 2012 called "Tyler Perry's Good Deeds". If you're a fan of Tyler Perry's, this one is a little different (no appearances by Madea nor Mr. Brown). But, it looks like it'll be a good one. You may view the trailer at http://www.gooddeedsmoview.com/. The other thing is an article on white privilege from more than one of my past classes entitled "Unpacking the Invisible Knapsack" (by Peggy McIntosh).
Subscribe to:
Comments (Atom)