Talk, Discuss, Listen

While reading Chapter 31, I could not help myself but constantly say, "Why dont they just talk about it?" It seemed that after each encounter that the teacher (s) had with a race issue, all the teacher had to say was, "well we just ignored it." Letting things go that and not confronting it head only leaves a child with more questions and unsolved issues. I know it is difficult for White teachers to bring race into the classroom, for the fear of maybe saying the wrong thing or not saying the right thing, but that fear needs to end. Bring up race into a classroom allows the students to think criticlly about themselves and their peers. In the chapter, when the teacher said that Bianca was a Latina, and all the students laughed, that would have been a great time to sit and discuss with the class why that was funny? Was Bianca a Latina? Does your culture always have to match your race and ethinicity? By letting these students at Pathway conclude what they want to think about race will only hurt them in the long run. They could beginto develop judgemental stereotypes and forever hold on to those beleifs if no one sets them straight. I think the main message in this chapter was that teachers, students and the community need to begin helping each other out when it comes to race and ethnicity. This chapter is not saying that we are all equal and need to be treated the same; what it is saying is that we are all different, and should be proud of it. We need to treat every race with respect and not be afraid to explore other cultures. I really liked this chapter because i come from a multiculture family and i was always excited to bring that into the classroom when i can.

Questions:

1. What are ways for us future teachers to bring race into the classroom positivily; fitting in the curriculum and such?

2. How can we form a teacher allience with our schools to make sure that all classes are discussing issues of race?

Its hard for all of us

In chapter 22, "Lesbian and Gay Adolescents: Social and Developmental Consideration" a great deal of growing pains were discussed. It is hard growing up in our society no matter who you are, but it has got to be double the pain growing up in a society that sees homosexually a taboo. These kids that have not yet "come out"are either hiding their true feelings, which just prolongs any consequences they see whether good or bad, or are engaging themselves in potentially harmful activities to prove their femininity or masculinity. Keeping your true self locked in for no one to see is extremely counter-productive to your creativity, emotions, and happiness. Everyone wants to express themselves in the way they personally want but in our society it is sad that these kids feel as if they cant do that. It mentioned in the book that homosexual adolescents have a harder time growing up because they don't have the same resources that heterosexual people do. They do not have outside help (like social groups/ help services), role models, or trusting adults (like a teacher or parent). It is great that our school and other have speicallized groups for these kids, and also role models now like Ellen or Pedro have been reaching the mass media, so maybe things are turning out for the better. But it is still a problem, hence Wisconsin passed the amendment still prevents homosexuals from getting married, and we as critical teachers need to step up and be our students' allies in this fight.

1. How can we as a class in Education help these students in our classroom?

2. How can we as individuals become allies of the LGBT community in Milwaukee?