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 !!!
Monday, March 26, 2012
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 ..........
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