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EDU Week One Notes

by: Hannah Cooley

EDU Week One Notes Edu 211D

Marketplace > Montana State University > EDU > Edu 211D > EDU Week One Notes
Hannah Cooley
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About this Document

-The Problem We all Live With: podcast summary -class discussion notes/questions asked
Social Studies/Multicultural Education
Lincoln I Davie
Class Notes
Education, equality, achievement gap




Popular in Social Studies/Multicultural Education

Popular in EDU

This 6 page Class Notes was uploaded by Hannah Cooley on Sunday September 4, 2016. The Class Notes belongs to Edu 211D at Montana State University taught by Lincoln I Davie in Fall 2016. Since its upload, it has received 34 views. For similar materials see Social Studies/Multicultural Education in EDU at Montana State University.


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Date Created: 09/04/16
The Problem We All Live With Podcast Summary Reporter Nikole-Hannah Jones -she was an investigative reporter 2003 in Durham, North Carolina No child left behind program Schools ineffective changes: 1. Magnate program 2. Literacy program 3. Teacher quality 4. Replace principal 5. Early college program Bad schools never caught up to the good schools Could improve testing, but never on the same level Bad schools black, Latina Good schools white What actually works to close the achievement gap? -integration(black and white into same schools) -CUT THE ACHIVEMENT GAP BY 1/2 -1971(40 point gap) and 1988(peak of school integration)(18 point gap) -data from all schools in America, not just integrated schools/students -since 1988 resegragation begins achievement gap widens Why does it work? -gets black kids in the same facilities as white kids -quality teachers and quality instruction -High concentrations of poverty at bad schools Greater education needs More stressed out Bunch of disadvantages Put kids who are all behind together in a classroom everyone will stay behind Put kids together who are at varying levelsthe kids behind tend to catch up Worse quality teachers than advanced students No varying levels of levels of academic achievement Segregated schools full of poor students are never going to be able to catch up white people fled the school systems in places where there was violent/forced integration bussing integration is very hard taken out of familiar community socially is difficult -only one generation of school desegregation -students who attend integrated schools are: Less likely to be poor Less likely to have health problems INTEGRATION WORKS -YET we don’t discuss it or use it School that unintentionally became integrated Michael Brown casemother expressed devastation by saying he actually graduated school Normandy-all black, all failing school system Worst district in the state of Missouri Teachers didn’t care Classes were dumbed down Normandy been on probation for 15 years Student wanted better education in neighboring school district had to pay tuition for public school ‘zip code is the anchor that traps you’ 1. Normandy lost their accreditation 2. Transfer law-students can transfer for free to neighboring district Normandy has to provide transportation to ONE Francis-Howe school85% white 30 miles away -don’t want students to leave district make leaving inconvenient 3. 1000 students chose to leave Normandy Francis Howell didn’t get a choice to accept students Francis Howell Parents concerned -class sizes -lower the school’s accreditation and test schools -discipline records come with health records -no vote -is there metal detectors, drug dogs, same security that Normandy has worried about violent behavior that black students will bring -change school start times, make school less appealing -(Parent said)this is not a race issue, just worried about education and safety no one tries to integrate anymore, reaction would be same anywhere White Parents Perception: Integrated schools failed in the past because schools forced black students in, not because white students left the schools. Black Parents Perception: Desegregation program worked, great opportunity, if white students chose to stay in the district. AFTER 1980s Said integration wasn’t workingactually too much trouble Normandy Transfer to Francis Howell Some students were welcoming/some very not welcoming Normandy(unaccredited) paying lots of money to white wealthy school districts -there was no violence -there was no lower testing scores State was taking over Normandy give district new name Normandy Schools Collaborative Only nonaccredited district in the world transfer laws don’t apply, not unaccredited, just nonaccredited fired all the teachers, scrambled to find new, rehired some of the same Normandy parents filed lawsuit against state/Normandy school district won case -state official apologized for failing to educate students Turning around Normandy -three years schools are accredited again -doesn’t help current students get a better school -we know what we need to do has never helped -doesn’t remove obligation to try -does a black child in Missouri get an equal education? Case study of Normandy student: 4 periods of choir/band, 3 academic classes(1 in which something was taught) Attention from state legislature and governor -try anything to keep Normandy students in the district not integrate Charter schools Virtual programs Teacher coaches from wealthier districts September 1 Class Notes Language The use of language -language is consciousness -language has meaning ***professor pet peeve-don’t use I think/I believe/I feel OWN YOUR WORDS back them up with something -what is our culture with language? IN THIS CLASS: if you think it’s a racial slur, don’t say it Assignment: Object to represent yourself Many different facets to who you are, what makes you tick -what did this activity assume about participants? -what might make it difficult for people to participate? -How did/would you feel if unable to fully participate? -What does this activity say about ‘culture’? -How does this activity( and your discussion) connect to today’s reading? Cultural ‘Capital’ -recognize privilege -use what we talk about in class, and our views to help us relate to others Bloom’s Taxonomy of Thinking (google search) -Education is not always operating on the highest level Question: What is culture? Evidence: -A groups set of beliefs, behaviors and values, that influences their perception of the rest of the world -generally not spoken about, ever changing and evolving -people can have more than one culture -technology also alters culture Question: Why is it hard for us to think about our identities/communities as ‘culture’? Evidence: it is what we are accustomed to, easier for us to see differences when people don’t act the same, but hard to recognize them in ourselves Culture isn’t homogeneous Conclusion: -Culture is complex -more than race/ethnicity: ‘social constructs’ -more than national identity: geopolitical -includes ‘cultural capital’: language, skills, collective knowledge, access to knowledge, etc


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