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)
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