Social Justice & Personal Model of Education

Social justice issues are significant in all walks of life, in this case education. Teaching for Social Justice Education is believed to be a fair and equal opportunity of teaching and learning. Social justice is morally sensible for our schools and society to advocate teaching for social justice. Educators, as well as future educators, such as myself would agree. Both teachers and students are entitled to a fair teaching and learning environment. It is imperative that all students are given the [equal] opportunity to learn together, and also to provide students with a diverse setting so that they can learn from not only the teacher, but from one another.

There are numerous students that are constantly faced with the social injustices on a daily basis. Whether a student is gay, lesbian, bisexual or transgendered they are entitled to the same education as any other student. Students are in the classroom to learn and converse with their fellow classmates/peers. They should not be singled out, humiliated or embarrassed for who they are. Instead students should embrace and be proud of who they are, and the classroom should be that place. GLBT students are also faced with many of the struggles and challenges of everyday life. Why don’t we as educators provide these students with more hopes and dreams, rather than the struggles and challenges to get through day by day?

I have written and touched upon similar topics regarding the GLBT community in the past. PROP 8 having been voted on this previous November is leaving the GLBT community, and their fellow supporters outraged. I find it nerving that human beings, much like you and I are being discriminated against, and fighting for the right that is so rightfully theirs. 

Schools should be a place of safety and comfort; a sense of community. But that is not always the case. Safety can be a serious issue for students, and these issues can lead to a series of outcomes. For example, bullying, harassment, and discrimination against gay, lesbian, bisexual, and transgendered students are just one of the many students who experience these types of safety issues. The effects of bullying, harassment, and discrimination can result in a poor academic performance, and are much more likely to drop out of school, become depressed or suicidal, consume drugs or alcohol, or carry a weapon to school. The measurable damage is severely devastating. Like the tragic death of 15-year-old Lawrence King Jr. was savagely murdered at school on February 12, 2008. According to friends, Larry was murdered because of his sexual orientation and gender expression. This is absolutely appalling and unacceptable. Murdering someone because they’re gay is completely sending the wrong message, and we need to change that message.

The NEA claims to be committed to reversing these trends and addressing the needs of gay, lesbian, bisexual, and transgendered students.

“There is only one real issue for educators: We are responsible for our students' safety and education. We must ensure that everyone is given the opportunity to achieve and thrive.” -National Education Association (NEA)

I recently interviewed a student from Salem State College who is a lesbian. She has had an interesting journey in her years here. She was kind enough to take the time to share with me some extremely personal encounters and injustices which she has experienced. Along with those experiences comes her insight…

KRISTA: Were your professors aware of your sexual orientation? If so, have you ever been made to feel uncomfortable or discriminated against because of it? 

HEATHER: “There have been times where a professor knew about my sexual orientation, and didn’t necessarily treat me one way or the other… but instead, they said nothing to me…Ultimately, I was made to feel judged by their not talking to me. I wouldn’t say that being “out” to my professors that peers have hindered my entire education, but it has definitely made an impact in certain classes.” 

KRISTA: Has your appearance ever been judged based on your sexuality – i.e.- Feeling like the elephant in the room? Or “looking gay”?

HEATHER: “My appearance has never been an issue. I never considered myself to “look” gay, I dress “normally”, my hair was long and kept, and I listen to varieties of music – not the “typical lesbian music.” Then, last march, I shaved my head bald for a children’s cancer benefit (St. Baldrick’s Foundation), and learned what so many lesbians are faced with on a daily basis, discrimination based on appearance. I could no longer walk through a store’s entrance without being stared at. Instead of a warm welcome, I was met with no greeting and stares. Because of this, I told professors and classmates WHY I shaved my head – making any and every effort to direct their attention AWAY from the possibility that I did it because I was gay. The response I got was both positive and supportive – until I got to the next semester. I returned to classes that fall with partially grown out hair and then the looks continued, this time, in a more negative light. I found myself for the first time starting to feel self-conscious about my hair as well as who I was. I, in a course of time, was more frequently referred to as a dyke, or lesbian, (in front of professors) more so than I ever have. In the 9 months since I shaved my head, I can honestly say, it changed the way I saw myself entirely. What started off as a good gesture to raise money, became a “statement” –in others opinion—to advertise my lifestyle. Though teachers never made comments about my appearance, I have definitely felt like the elephant in the room on occasion. My biggest issue with this, I guess, is that they [professors] never treated me any different when I didn’t ‘look like a lesbian’, but now that I do, I feel that I am definitely looked upon differently.”

KRISTA: Do you feel you are hindered as far as academic opportunities are concerned? 

HEATHER: “…Honestly, yes. If a professor knows about my sexuality or sexual preference, I feel like that is one more factor on which they are going to base their decision on. Whether that is a justified fear or not, it is still there. Like any discrimination fear (based on race, language, etc), it stems from truth; [and that truth is] not everyone is accepting of the LGBT community….[that’s] one thing I hope will grow lesser with time.”

KRISTA: What would you change, if anything, in the classroom to ensure the safety of the students of the GLBT community? 

HEATHER: “…In the big picture, I think we [state-wise] have come a long way in the GLBT community, but despite that, there is a long way still to go. I think schools (Salem State specifically) are doing a good job of at least putting the issues OUT there – no pun intended. With events such as PRIDE week, GLBT awareness month, Day of Silence, and Blue Jeans, the school is making an effort to publicize the rights of the GLBT community – as well exposing the issues that encompass it. Something I think that could be improved upon would be educating the PROFESSORS. We, as a student body are exposed to these events and are presented with opportunities to learn about [this], and I feel that it is important for the faculty to be educated as well. Many of these professors have been teaching a very long time, or at least long enough to see the change in acceptance to the gay community. It is important for everyone, not just our peers, to be exposed (educated?) on these issues.”

KRISTA: Do you think there should be a higher tolerance level of the GLBT community? 

HEATHER: “No. I do not think being gay, [GLBT] is something that should be tolerated. Much like being black isn’t something that’s tolerated. People would probably be offended by that, but it’s true. Over time, acceptance will either come, or it won’t. But tolerance is one thing that I would never want, or ask, of anyone.”

As for my Personal Model of Education, I believe that education is vastly improving. For example, technology has advanced tremendously. Education is the embodiment of community. The ultimate goal of my personal model of education is to foster communities of lifelong learners, where cooperation and intellect are valued. Within these communities, decisions will be made by those in the best position to make them-by students, teachers, and educational administrators. My goal would be for schools to experiment with new organizational structures, new forms of governance, and new uses of technology that are designed to reflect today’s [modern] society. Giving it the opportunity to accelerate dramatically. As technology becomes more powerful and plentiful, the need for a more new and improved model of education, schools will be caught up by irresistible forces of change.

Marriage & Relationship Recognition

It’s still extremely hard for me to believe that in today’s society people are fighting long and hard for equal rights. I am a firm believer that equality isn’t something that should be fought for, and it certainly is not a privilege, but a right. Everyone is entitled to personal equality, but often not we as people are faced more with the inequalities of social justice issues. More specifically, social justice issues concerning the GLBT community.

The GLBT community have been fighting for equal rights for many, many years. Although, for some reason, based on their sexual orientation, others believe it to be a choice or a lifestyle. It is much more than that, it is a part of who he/she is as a human being. With recent social issues concerning the GLBT community, such as California’s Proposition 8 (Same-Sex Marriage Amendment). Many Californians have been fighting constantly and consistently for their right to same-sex marriage. But they are being treated more like second-class citizens. Who decides to take away someone’s right to be with the person they truly love, whether it be man/man or woman/woman? Isn’t love the same for all couples? Doesn’t everyone have the right to full and utter happiness? These are questions that plague me. Why are GLBT couples treated differently than heterosexual couples? What sort of injustice and unconstitutional world are we living in?

Some may say that we have come a long way. According to the final statement from NO on PROP 8 Campaign, up until 1974 same-sex intimacy was a crime in California. There wasn’t single law recognizing the relationships of same-sex couples until 1984 — passed by the Berkeley School District. San Francisco did not pass domestic-partner protections until 1990, the state of California following in 2005. And in 2000, Proposition 22 passed with a 23% majority.

California: Proposition 8
11/4/08

Same-Sex Marriage Amendment

ELIMINATES RIGHT OF SAME-SEX COUPLES TO MARRY.
INITIATIVE CONSTITUTIONAL AMENDMENT.

• Changes the California Constitution to eliminate the right of same-sex couples to marry in California.

• Provides that only marriage between a man and a woman is valid or recognized in California.

Protestors, both gay and straight have been protesting against the Prop 8 ever since the amendment passed. Holding rallies and marches all over the state of California. Celebrities have also played a major role in the fight for equality amongst GLBT. Involvement included, Ellen DeGeneres, Melissa Etheridge, Wanda Sykes, Drew Barrymore, Ricki Lake, and numerous other celebrities! We need to work together as human beings to help increase peace around not only America, but around the world.

Helping fight for equality for everyone is, The Human Rights Campaign. The Human Rights Campaign is an organization that works closely with state leaders across the nation on marriage initiatives. According to HRC.org, same-sex couples are entitled to all of the state-level rights and benefits of marriage in Massachusetts. In addition, same-sex couples in New Jersey, New Hampshire, Vermont and Connecticut are able to enter into state-level civil unions, and there are broad domestic partnership laws in California and Oregon. In New York, after a 2008 court ruling, valid out-of-state marriages of same-sex couples must be legally recognized.

Marriage and relationship recognition...

...Is that so much to ask for?

There is something that I would like to share with all of you, and I urge you to watch! Comments are encouraged.

                                                       Thank you.

Olbermann: Gay marriage is a question of love

Nov. 10: In a Special Comment, Countdown's Keith Olbermann disagrees with the passing of Proposition 8 in California and urges people to accept love between people of the same sex.

 http://www.msnbc.msn.com/id/21134540/vp/27652443#27652443

http://www.noonprop8.com/
http://www.pollster.com/polls/ca/08
http://www.hrc.org/issues/marriage.asp

Vocational Schools and Education in the United States

Vocational schools and education in the United States are also referred to as, post secondary schools. Most purely a private school setting, vocational education can also be set in a public school setting as well. There are many opportunities in vocational schools. For example, vocational education teaches a trade, or a craft which can help students excel in a specific area of work. The classes are not your typical high school classes, the vocational education classes are made up of a very hands on environment. The students learn by experiencing first hand some of the trades that they may be interested in. Some of the trades include carpentry, culinary arts, cosmetology, dental assistants, plumbing, and more; the possibilities are endless. There is so much that a student can benefit from a vocational education. It helps better prepare a student for continuing their education (college), or a career in a certain trade. I believe that vocational education has a lot to offer students. For instance, it can open up many doors for students both academically and career wise.

Maria Montessori: The Woman and Her Method

Maria Montessori was well known for her interests in medicine, but more specifically she was interested in diseases among children. This later perked a greater interest in education and educational methods, thus creating her very own method in education. In her experiences of medical practice, Montessori clinical observations fascinated her, leading her to analyze how children learn, which she concluded that children build themselves from what they find in their environment. Then shifting her focus from the body to the mind.

Maria Montessori believed that education of the senses developed first, then the education of the intellect would follow soon after. Montessori developed a teaching program that enabled 'defective' children to read and write. She sought to teach skills not by having children repeatedly try it, but by developing exercises that prepare them. These exercises would then be repeated: Looking becomes reading; touching becomes writing.

The success of her method then caused her to ask questions of 'normal' education and the ways in which failed children. Maria began to test her program and ideas with the establishment of the first Casa dei Bambini (Children's house or household), Rome in 1907. The house and those who believed in what it represented, were designed to provide a good environment for children to live and learn. An emphasis of self-determination and self-realization was instilled. This developed a concern for others and discipline, and to engage children in exercices de la vie pratique (exercise in daily living). Her main contributions to the work of those of us raising and educating children are in these areas:

• Preparing the most natural and life-supporting environments for the child

• Observing the child living freely in this environment

• Continually adapting the environment in order that the child may fulfill his or her greatest potential, physically, mentally, emotionally, and spiritually.

With great knowledge comes deep inspiration, children teach themselves. This was the simple but profound truth that Montessori's lifelong pursuit of educational reform, methodology, psychology, teaching, and teacher training—all based on her dedication to furthering the self-creating process of the child.


http://www.montessori.edu/maria.html
http://www.infed.org/thinkers/et-mont.html
http://www.montessori-namta.org/NAMTA/geninfo/mmbio.html

Social Justice Education: Resident Life Hires Social Justice Education Coordinator

Teaching for Social Justice Education is believed to be a fair way of teaching and learning. According to the article, Teaching for Social Justice, it states that it is morally sensible for our schools and society to advocate teaching for social justice. So I pose the question to you. Do you believe that social justice education is fair? Some may differ, perhaps you may feel that it is bias in a sense, for what ever reasons that you may have. I recently read an article regarding social justice in the residence halls of an Arizona campus, at Arizona University (AU).

Mohammed Naser, the newly hired social justice education coordinator, will be responsible for helping to introduce more targeted programs in the UA's residence halls.

The university feels that the students living in the resident halls at AU will get more pointed education on social justice issues. Naser 's role is to educate the students living on campus housing about diversity and social justice issues. He is helping Residence Life to redefine its focus on social justice education and tailor it to the communities it serves.

“Each building is different because of the size and who lives there,” said Naser, a doctoral degree candidate in the UA’s teaching and teacher education program. “I’m hoping we can factor those differences into the programs.”

I too live on campus, and I am exposed to cultural diversity within my own apartment. One of my roommates' native land is Japan, and her native language is naturally Japanese. Culturally there may seem to be a 'barrier,' but we actually have some things in common. For example, we both have a strong and passionate interest in Theatre. There is a lot that I have to learn about her and the world around me.

Now, I leave you with this thought... Have people endured more of the social justices', or have we been faced more with the social injustices'?

http://uanews.org/node/21605
http://www.rethinkingschools.org/archive/15_02/Just152.shtml

S.T.A.G.E.S.

A disability is often thought to be something in which disables a person, be it a mentally or physically. I believe that to be untrue. Martina Navratilova once said, “Disability is a matter of perception. If you can do just one thing well, you're needed by someone.” 

An article that I have recently read, All the World's a Stage... and Now All Children Can Play on It!, speaks about a woman and her quest to teach children acting techniques and help them perform. She double majored in Elementary Education and Theatre. She applied methods that were helpful for the children offstage as well as onstage. They were more focused and could follow directions more accurately. They cooperated with one another and communicated more clearly. They displayed more awareness of their emotions and the emotions of others. Their self-esteem improved “dramatically”!

Later on the woman began to work with special needs children in a variety of settings. She worked specifically with developmental delays. She had been a consultant teacher at a New York City public school in a special education (MIS II) reading classroom, she volunteered in various art therapy groups with the mentally ill and was running her own sixth grade classroom with many mainstreamed students. She began to wonder, what could drama do for these types of children? In 1996, she and another and a fellow employee/teacher co-founded a program that would fuse theatre arts and special education. The program was called, S.T.A.G.E.S. (Special Theatre Arts Group for Exceptional Students), which has become an incredible artistic outlet for children with special needs. It has also been extremely beneficial to the students social, as well as their intellectual growth and development. They are completely immersed in social situations through their experiences with the art of theatre. According to the article, the students learn to cooperate and socialize as they develop and perform scenes as well as act as audience members and critique one another. Drama techniques such as relaxation methods, pantomime and focus exercises teach impulse control, anger /anxiety management, concentration, and the ability to follow directions. Theatre games teach kids to make eye contact, project and modify their voices, communicate effectively, initiate and sustain dialogue, use appropriate emotions and affect, and creatively problem-solve.

S.T.A.G.E.S. has given special needs children a place for self-expression without fear of criticism. The special needs child, who is often isolated because of his “unique” way of thinking, is embraced at S.T.A.G.E.S. As far as the class size is concerned, it consists of and is limited to 10 students. The student-teacher ratio is small, allowing for maximum individualized attention. Creativity flourishes in a highly structured environment. All students know what to expect and what is expected of them. All children are treated with respect in an informal and friendly atmosphere.

“Be of good cheer. Do not think of today's failures, but of the success that may come tomorrow. You have set yourself a difficult task, but you will succeed if you persevere; and you will find a joy in overcoming obstacles” 

-Helen Keller

http://images-cdn01.associatedcontent.com/image/A6046/60461/300_60461.jpg

Art Education Funding

You may be asking yourself, why art? Well art education is exceptionally important. I am a firm believer that students should be exposed to all types of art, be it drawing, painting, sculpting, dance, music, or theatre. Art is a form of self expression, and students have that right to express themselves, in this case, artistically.

According to the City of Boston funding update of the Mayor's Office of Intergovernmental Relations (April 25, 2008) and the National Endowment for the Arts, have committed to providing leadership in art education. Funding average grant size ranges from $10,000 to $100,000. As for the range of grants, programs are presented with $5,000 to $150,000.

The National Endowment for the Arts is committed to providing leadership in arts education by inspiring all young Americans through rich arts experiences. The Learning in the Arts for Children and Youth category offers funding for projects that help children and youth acquire knowledge and understanding of and skills in the arts. Projects must provide participatory learning, engage students with skilled artists, teachers, and excellent art, and apply national or state arts education standards. All projects submitted to the Learning in the Arts category must include:

• Experience: Students and their teachers will have the chance to experience exemplary works of art, in live form where possible.
  

• Study: Through the guidance of teachers, teaching artists, and cultural organizations, students will study works of art in order to understand the cultural and social context from which they come, and to appreciate the technical or aesthetic qualities of each work. Where appropriate, study will include the acquisition of skills relevant to practicing the art form.
  

• Performance: Informed by their experience and study, students will create artwork. In the case of literature, the primary creative activities will be writing or recitation.

• Assessment: Students will be assessed according to national or state arts education standards. Where appropriate, projects will employ multiple forms of assessment

including pre- and post-testing. The required Learning in the Arts components may be provided in partnership with other organizations. Learning in the Arts projects may take place in school-based or community-based settings and should focus on children and youth in the general age range of 5 through 18 years. All grants require a nonfederal match of at least one to one.

If you are interested in further information please visit http://www.cityofboston.gov/intergovernmental/pdfs/4-25-08.pdf

The National Education Association (NAEA) believes that  means work, art means language, art means values. Also, some of the cities funding opportunities and resources include the Boston Cultural Council. Which awards grants in two separate areas:

• Programming  
• Performing Arts Student Series (PASS)

Unfortunately, art is one of the first subjects to be affected by budget cuts. Perhaps, if the arts had more financial support from the city, and the community children's education could surpass what it is today. The educational system is causing havoc for teachers and students, for they have been completely consumed by standardized testing and the preparation that they have abandoned a vast portion of a child's experience in learning. I feel as though innocent children are being educationally robbed both intuitively and creatively.

http://www.cityofboston.gov/funding/

http://www.naea-reston.org/whyart.html

http://www.music.umich.edu/performances_events/productions/06-07/images/NEAlogoTAGLINEcolor.jpg

National Youth Anti-Drug Media Campaign

It is important that we ensure a successful future for our nation’s youth, educators—teachers, coaches, school nurses, guidance counselors, and other school personnel are those influential figures—who empower students to make healthy choices to excel in life. The National Youth Anti-Drug Media Campaign recognizes that educators play a key role in helping kids with more than academics and strives to support these efforts by providing useful drug prevention resources and information.

According to The Campaign, a five-year initiative created in 1998 by the White House Office of Drug Control Policy (ONDCP), they place a primary emphasis on delivering prevention messages to kids age 11-17, where they live, play and, especially, learn. The Campaign uses a powerful, integrated communications plan to educate and empower young people to reject illicit drugs. It is imperative that students are educated on such a heavy loaded topic like drugs, because it is detrimental to a students dreams, goals, and aspirations. And most of all, it’s endangering a students life.

As I mentioned before, educators play a major role in aiding students with a healthier way of life; they have also assisted in the success of The Campaign. They have developed one of the nation's most extensive school-based drug education and prevention efforts and used various strategies to reach out to students of different groups, such as: middle and high school students and teachers. If you serve a greater interest, please visit TeachersGuide.org.This website features a variety of the Campaign’s Web-based resources for educators, including standards-based classroom activities, curriculum guides, the latest drug-specific fact sheets and links to other relevant prevention resources.

Safe Schools for Everyone Gay, Lesbian, Bisexual, and Transgendered Students

Schools should be a place of safety and comfort; a sense of community. But that is not always the case. Safety can be a serious issue for students, and these issues can lead to a series of outcomes. For example, bullying, harassment, and discrimination against gay, lesbian, bisexual, and transgendered students are just one of the many students who experience these types of safety issues. The effects of bullying, harassment, and discrimination can result in a poor academic performance, and are much more likely to drop out of school, become depressed or suicidal, consume drugs or alcohol, or carry a weapon to school. The measurable damage is severely devastating. According to the National Education Association (NEA), they believe that a great public school is a fundamental right of every child—free from intimidation and harassment, and safe for all students, including those who identify as gay, lesbian, bisexual, and transgendered. Some of the alarming statistics, according to the 2005 National School Climate Survey, taken by the Gay, Lesbian and Straight Education Network (GLSEN) are as followed:

• More than a third (37.8%) of students experienced physical harassment at school on the basis of sexual orientation;

• More than a quarter (26.1%) of students experienced physical harassment at school on the basis of their gender expression;

• Nearly one-fifth (17.6%) of students had been physically assaulted because of their sexual orientation;

• Over one-tenth (11.8%) of students had been physically assaulted because of their gender expression.

The NEA claims to be committed to reversing these trends and addressing the needs of gay, lesbian, bisexual, and transgendered students.

“There is only one real issue for educators: We are responsible for our students' safety and education. We must ensure that everyone is given the opportunity to achieve and thrive.” -National Education Association (NEA)

. Welcome One and All .

Hello everyone!

I am a Senior majoring in Theatre Arts w/ a concentration in Secondary Education. I am interested in education and all that it stands for. Teaching theatre education is a passion of mine, because I strongly believe that the arts are very important in a child’s life, be it academically or personally. I also believe that theatre is a creative and expressive art form in which it enriches us. Having grown up and attended school in Boston it was unfortunate that I was not exposed to theatre in the school system, assuming that it had to do with budget cuts, etc. With that being said, I would like to encourage other students, parents and teachers to help make a difference, and possibly make some major improvements one day.

Well, this is my first online course and I must admit I was a little skeptical at first, but I am certainly warming up to the idea of learning outside of a classroom based class. I thought that it may have been a disconnected experience. Although, I must say that so far I have been proved wrong. With all of the many advances we have with technology, internet, and blogging it has become a sort of connectedness. Looking forward to learning from all of you.

Have a fabulous night!!