Education

Verbal and nonverbal prosody

Verbal and nonverbal prosody- signal the timing of crucial functional moments in sequences of individual actions in a conversation in order so they can be done in a jointly articulated fashion rather than haphazardly (Erickson p.8).

What the Writer Brings to the Text

What the Writer Brings to the Text - s/he chooses from a range of life impressions, particular elements that have significant relevance to his insight and personal experiences. - "A constructive, selective process over time in a particular context" - These result in "never to be duplicated" combinations that shape the transaction with the text. - Funds of experiences that he may revise as he deals with the text's demands. - A particular mood of the moment, a particular physical condition - Personality traits, memories of past events, present needs, satisfactions, and preoccupations. - Literary craftsmanship to enable readers to perceive and strongly feel selected images, personalities, and events in a special relationship. His artistry lies in building up a new sequence, a new structure that enables him to evoke in the reader's mind a special emotion, a new or deepened understanding of human behavior and social life.

principle of selection

Notes on Ideology -principle of selection (Raymond Williams)- the idea that one way ideology works is to select items to emphasize, not that they are false, but that they get the limelight. Example: New York Times marines image (Marines running towards). There is a choice in the representation of that concept or that conflict (didn't show marines running away or dead bodies.)

Paulo Freire

Paulo Freire • Has influenced many areas: social movement theory, organizational theory, literacy, liberation theology • Critical Pedagogy, education is political, teaching is a political act, moment to moment/ relationally and pedagogically the modes of interaction in the classroom are like politics. • Dialogical engagement • Indoctrinization (dehumanization/ humanity) • Educational ontology (humanization, the study of being) • Difference between authority (experience, expertise? Knowledge, but opent o different perspectives that are open to it, enlarge it or even challenge it) and authoritarianism (banking model) Contrast between humanization and dehumanization 1st principle: humanization (broad ontological philosophy) oppression can dehumanize, this is a central project as educators, as a vocation (inescapable concern) It is our job as human beings to struggle against these things. Through dehumanization you betray who you are in some basic way, betray humanity a part of something bigger than ourselves, and even ourselves are bigger Dynamic and fluid curriculum and teaching, contrast between banking education and problem posing education- not neutral (note: very different from critical thinking) Problem Posing Education • Inquiry vs. absorbtion • Takes people's history as a starting point, recognizing historicity (being situated in a historical context and situation and recognizing students as particular beings, not just recepticles of the same information) • Emphasizes inquiry • Tying thought and action together (Praxis)- an action that is informed by reflection, reflection that is oriented through action (Ex: assertive projects involving teachers and students together) • Education as a transformation (of reality and consciousness) • Unveiling/ exposing the world and relationships (political effect)- collaboratively reveals more about relationships and oppression that is useful to them • Deeply dialectically connected (Existential psychological argument that he makes, the world emerges from our consciousness. We are choosing the world that we believe we live in and want to live in. This project of consciousness raising reveals the world as we become more reflective and powerful within ourselves. People are in relationship to different types of worlds. ) Construct of the Oppressed - Fear of freedom "subopression" Risk, fear of unknown, fear of shaming, internal colonization, fear of punishment/ repercussions, tied to identity (process of reorganizing one's identity) Imagining and building, inventing a different type of historical Subject (capital S, meaning a doer vs. an object. How can we become people that are acting in the world as Subjects for ourselves and consciously empowered and intervening in the situation we are in as agents vs. being operated on?)- an existential project as much as an educational and political one

Positivism

positivism- the idea that the nature of knowledge can be captured (problematic: Western constructs being imposed on non-western contexts, assumptions about knowledge, power, religion (right/ wrong: binary). Assumptions about validity: knowledge can be captured, it can be proven over and over again, there is a measuring stick that is applicable to all situation) Ex: No Child left Behind (We think we will know what a kid knows on a test) trapped in this paradigm (Laurie Shephard writes an article about this. What was your GPA? What was your kids SAT score? All based on this assumption that knowledge can be captured and measured with a single test)

Post-positivism

post positivists- we can't do it all in a lab and want to capture it in a natural setting crisis of representation

principle of (Gramsci) in hegemony

principle of (Gramsci) in hegemony. The idea of identification. The values, ideas, and the lifestyles of the powerful become the universal ones that people should aspire to. We are invited to forge an identification with this splendor, this lifestyle even if we won't be able to afford such things. What does it mean that lifestyles of the rich and famous are such a focal point? Identification with the dominant values, culture, and lifestyle for everyone.

Funds of Knowledge Book Review

Anni Lindenberg Ethnography Dr. Adair September 2012 Book Review of Norma Gonzalez, Luis C. Moll, and Cathy Amanti (eds.), Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms provides a first hand account of the transformative effect that bridging schools with community can have on teachers, students, parents, and classrooms. The authors argue that through fostering relationships of trust, building rapport, coming to know students' families and their lived experiences, a deeper understanding and appreciation for the human experience can be gained which in turn can serve as a powerful resource within the classroom. It is through application of local knowledge that one moves away from the deficit perspectives that currently plague the schooling system and the negative ways that parents, kids, and communities are often framed by mainstream discourse. Representing language learners, students of color, and socio-economically disadvantaged communities as they are, places and people filled with resources can reframe and reshape this conversation. The funds of knowledge approach is based on a strong belief that people are competent and their life experiences provide then with a vast array of knowledge from which to teach others as well as continue their own personal growth. Because no learner is a blank slate, the authors argue that more collaborative research is needed in order to build empirical understandings about students' life experiences. The first funds of knowledge study, the Community Literacy Project (CLP) began in 1988 followed by another pilot study in 1990 with the collaborative efforts of teachers and communities. The rationale behind these studies were based upon the idea that teachers can enhance the educational process through knowledge of students' lives, experiences, home-language, cultural background, lived experiences, and interests. Grounding their research in a socio-cultural constructivist lens, the researchers drew on Vygotskian theoretical frames that emphasize cultural practices and cultural resources as active agents in the development of thinking. This Vygotskian (1978) mediation framework views culture as a useful tool that mediates ones interactions and thinking within social worlds. Additionally, the researchers sought to build upon Carlos Velez-Ibanez's (1983) work on Bonds of Mutual Trust in order to create relationships of confianza en confiaza (trust in mutual trust), built upon reciprocity and enduring relationships between participants. With an emancipatory social research agenda in mind, these ethnographic case-studies follow the collaborative efforts of researchers, 10 volunteer elementary/ middle school teacher-researchers and the 25 households in which they spent time. In preparation the researchers and teacher researchers began the study by delving into the ethnographic literature. They discussed how to apply a nonjudgmental stance to the fieldwork through role-playing techniques and had conversations concerning in detail what it means to be a good observer and how to pay attention to detail, specifically noticing their own positionality, potential biases, and how their own interests played into the ways in which they colored and filtered what they observed. Their goal was to create the space for constructive conversation and respectful talk and to document and gather data through participant observation, interviews, life-history narratives, and reflection on field notes to document funds of knowledge. Their findings rely on teacher-produced narratives and case studies of the classroom which quantitative buffs might critique as no standardized test driven approach was applied to the assessment process of the research design. In contrast, others may argue that the very absence of a standard assessment is a strength of the study and that the qualitative components should speak for themselves. Additionally, the researchers chose to stay away from other quantitative design methods by focusing on interviews as conversation rather than as formal surveys or questionnaires. They wanted to approach funds of knowledge as fluid with content and meaning negotiated through discussion. For that reason, they sought to enter households with questions rather than answers. They entered households as learners; their questions were open-ended in the hopes that participants would share stories and personal narratives about their family roots. Researchers chose not to ask certain questions if they felt them to be too intrusive and even discussed ethical considerations such as whether or not teacher visits were intrusive to the home. Upon entrance into the homes, the anxieties of the researchers were noted as they addressed their own insecurities as researchers and teacher-researchers. While initially, they feared it would be too hard to get into the homes of the students, they quickly discovered that they were welcome with open arms. In fact, one researcher jokingly commented: "The problems has never been getting into the household. It has been getting out." The case studies within the book provided many insights into what was learned within these homes. For example, one study demonstrated the richness of the community relationships and the ways in which core households within communities supported surrounding households in the form of information, goods, services, care, etc. For example, in one case a parent was able to bring a letter from a school administrator to one of their neighbors for translation purposes and advice. Additionally, each household had intricate social networks with strong extended social ties that further contributed to their children's funds of knowledge. The researchers also noted that households were zones of comfort that allowed for experimentation without judgment, safe areas for self-evaluation and self-judgment unlike those typical of standard school assessment. What became evident was that children in households are not bystanders, but active participants in the household unlike that of a traditional classroom, often playing a variety of important roles within their household (i.e children are involved in child-care, home improvement, household chores, repairs, etc.). These home visits also provided the opportunity for teacher-researchers to document the extent of family literacy and the breadth of literacy materials within the home and produced an opening for the students to share their funds of knowledge with the class. For example, coming to know the families and the students, created the opportunity for one teacher to create a unit around one of her student's entrepreneurial talents of selling Mexican candy and even had his mother come to class to show the students how to make pipitoria, a type of Mexican candy. The unit then turned into lessons around ingredients, nutrition, selling of candy, mathematical equations, advertising and rhetoric, as well as a variety of other literacy practices. To follow up, the teacher then created opportunities for students to create their own inquiry-based focus, like the one that was done with candy. Other case studies showed the various ways these initial household visits translated into parental involvement in school. For instance, one father, Jacob, shared his love of music with one of the teacher-researchers during a home visit and soon volunteered to help with the school musicals and became a leader of the PTA. Consequently, by establishing deep and personal relationships with parents, teachers came to learn the ways in which families were creative in making ends meet. Because the economic climate of a region can be a driving force in either relocation choices or in adapting and changing ones marketable skills some families in the study applied the "Jack of all trades" strategy. Diverse occupations and funds of knowledge were ecologically pertinent and could be seen in knowledge of mining, ranching, animal husbandry, etc. Selling tortillas out of ones home or at a flea market and barter systems with other community members are examples of other resourceful ways families adapted to economic pressures. "Survival is often a matter of making the most of scarce resources and adapting to a situation in innovative and resourceful ways" (48). Teachers were positioned as learners and able to tap into the rich family histories of their students. Additionally, through an inquiry model of teaching and a willingness to experiment and try new strategies they made changes in their own classroom practice. One study mentioned in the book used classroom observations and videotapes to analyze the social organization of bilingual schooling. What they quickly discovered was that the English language instruction did not capitalize on the children's Spanish language abilities, especially in relation to their reading competencies. Through collaborative working relationships with other teachers, the teachers changed their practice by reorganizing the language instruction to capitalize of the student's Spanish language abilities. Teachers also kept reflective journals and agreed to further experiment with their instruction by including topics of relevance to broader community life; teacher inquiry and teacher support groups formed to keep the funds of knowledge conversations going. There are so many positive features of the funds of knowledge approach, however, the question remains: how can schools and teachers adopt this approach under the current school structure? In my mind, the answer is that the school structure has to drastically change. One must keep in mind that there are very real structural constraints that impede the ways in which practitioners can realistically carry out "emancipatory and liberatory pedagogies when they themselves are victims of disempowerment and their circumstances preclude full professional development" (21). There needs to be an educational overhaul; a funds of knowledge approach needs to be included into the current school structure in the form of greater teacher autonomy, stronger pre-service professional preparation, cooperative learning systems, providing the space and time for teachers to have these opportunities to visit households, and alternative and dynamic forms of assessment that seek to measure children's learning potential that are inquiry and project-based, unlike current standardized assessment formats.

Michael Apple

Apple- Linked cultural capital and the school's reproduction of knowledge to sustain the inequality of class relations (Cultural capital- a commodity, those dispositions that buy you entrance into certain societal spheres. EX: know how to take a test, language, have a degree) Capital helps you move forward, helps you progress. (6 boarding schools that populate 40% of the ivy league schools- that is serious cultural capital). Allows you entrance into certain places that others can't access, somewhat invisible, not something you pull out of your wallet or think about all the time. Sometimes people have it and don't recognize they have it). Documentary- Nursery University in NY there is a push of elite preschools to put your child in because it is a factory to the elite schools. How the layer of priviledge gets reified and reproduced. Pervasive nature Hidden curriculum (football clip of middle-schooler)- didn't follow the standard so the habitus of the other students allowed him to score. Training in habits, behaviors, dispositions and ways of relating. Hidden curriculum creates mechanisms not to be challenged. Schools perpetuate this lack of conversation around conflict. Conflict needed to produce change Nature of Conflict Social Control (Rules and the development of children) Not just the hidden curriculum, but the formal official curriculum content is also political, ideological and connected to the process of reproduction. What realities are left out? What stories are not told? Apple: Critical thinking, talks about power in a way Tyler does not. Apple would say the model of schooling towards the workforce and breaking it down into job functions creates a system of hierarchy, a power structure that is inequitable. The hyper-specialization of learning (tracking, different people being prepared for different futures, distributions of knowledge (high status knowledge). Apple critiques the "value-neutral" surface that conceals its own political agenda within schools.

Philosophical Principles of Critical Pedagogy

Philosophical Principles of Critical Pedagogy • No homogenous representation exists for any form of CP • Heterogeneity is the distinguishing factor that provides CP's emancipatory and democratic function. • CP is committed to liberation of oppressed populations and historical possibility of change, committed to the culture of schooling and empowers those that are culturally marginalized and economically disenfranchised. Empowers teachers to identify practices that oppress • Challenges students' perceptions and uncovers socioeconomic realities • Unveils the ways schools work contrary to the interests of the politically and economically vulnerable • Schools serve the interests of those in power and replicates existing structures HOW? • Seeks to expose claims that schooling provides equal opportunity and access for all and illuminates deceptive class, gender, and racialized inequalities

Practical consciousness

Practical consciousness (Giddens 1984).- moments in everyday life in which we do not employ practical consciousness, we "do not question the ends of our efforts nor do we pay much attention to the means we employ. Our use of consciousness prevents cognitive overload. We can stop what we are doing and reflect on the purposes and means. But we must step out of the action in order to do this; usually we do not try to reflect while we are engaged in social interaction. During the course of interaction we can have some awareness of what has just happened in the momentary immediately past, but with all there is to pay attention to in the present moment- a moment that is constantly ticking on, shifting forward as we act- there are severe limits on how much we can be aware of 'how' of our work as we are in the midst of doing it" (11).

Practical consciousness (Giddens 1984).-

Practical consciousness (Giddens 1984).- moments in everyday life in which we do not employ practical consciousness, we "do not question the ends of our efforts nor do we pay much attention to the means we employ. Our use of consciousness prevents cognitive overload. We can stop what we are doing and reflect on the purposes and means. But we must step out of the action in order to do this; usually we do not try to reflect while we are engaged in social interaction. During the course of interaction we can have some awareness of what has just happened in the momentary immediately past, but with all there is to pay attention to in the present moment- a moment that is constantly ticking on, shifting forward as we act- there are severe limits on how much we can be aware of 'how' of our work as we are in the midst of doing it" (11).

Myth of meritocracy

Privileging of one group over another, discounting another groups experiences Myth of meritocracy, a way to justify poverty, everyone had the same chance

Prominent Critical Theorists

Prominent critical theorists Girous, Freire, Aronowitz, bell hooks, Maxine Green Michael Apple, Peter McLaren Michael Fine, Hean Anyon Donaldo Macedo

RE-Vision (Lucy Caulkins)

RE-Vision- to see again, out on glasses to see through a new lens (special revision lenses/ a way of reading and writing (I am going to read my writing and look only for _____). Example lenses: structure, truth, detail, punctuation, etc. Example: Reading a piece with a lens of structure Lucy Caulkins reads "All about cats". "It takes courange to read your own writing over and see what needs to be done."- Caulkins (revision process)

Reading as Transaction

Reading as Transaction - There is no such thing and a generic reader pr a generic literary work- there are potentially millions of individual readers and millions of individual literary works (created by innumerable transactions with te text). However, there is a common base of human experiences among readers and writers that serve as a general social framework for communicating meaning. - Live circuit between reader and text (24).

Reification

Reification- objectifying and fragmenting culture, information, knowledge (but what about the connections between them? Example, in New York Times clips of one country, another country, sofas being sold. Our experience of culture is fragmented into these isolated bits and then we relate to the world on some level as to as series of consumable items. We become positioned as spectators and consumers rather than as active participants.

Pierre Bourdieu

-a French sociologist, anthropologist, and philosopher. -the role of economic capital for social positioning - Bourdieu pioneered investigative frameworks and terminologies to reveal the dynamics of power relations in social life including: 1. cultural capital 2. social capital 3. symbolic capital 4. habitus, field or location 5. symbolic violence Pierre Bourdieu- critiqued structuralism. He says "rather than following rules passively, he argued, social actors do the work of social life actively. Their actions are strategic, albeit intuitively so; oriented to the achievement of desired ends without necessarily being reflectively aware of those ends, or consciously monitoring the means-ends relationships involved in the courses of action they undertake and complete" (119). Example: herding people of Algeria, Kabyle marriage data. Marriage alliance based on desired possessions not always inter-lineage alliances. Active agents pursuing a line of strategy (prestigious attributes). Bourdieu looked at the immediate environment within which the actor's actions take place. Bourdieu- patterns of behavior, likes and dislikes related to class -Power of class- cultural patterns of taste and behavior -Cultural capital: class character of cultural knowledge (Example: a way for the school to valorize a certain type of knowledge and culture and reward the students who have it) -Credentializing -Habitus: performance of class culture (Example: how you speak, walk, interact. This determines who advances and gets the credentialization). Cultural capital is translated into school capital, which gets you the credential and then economic capital

A Nation at Risk (1983):

A Nation at Risk (1983): cold war document, conservative movement moves forward in Educational policy, America is threatened and we have to reexamine the way we do education. The report characterized the decade of 1985-1995 as a series of false starts in teacher education in the US. (Diane Ravitch pushed for this testing agenda and then recanted. Now she is opposed to testing). Chapter 1: presents the problem (educational crisis, need to do something about teacher education) Chapter 2: Holmes Group (1986) (a national consortium): strengthened graduation requirements, 5 basics (English, math, science, social studies, and computer science), standards based education, increased time in school, higher standards for preparation and professional growth (teachers of secondary had to have majors in what they were teaching/ content push, state testing of basic competence) ***Accountability discussion***** Holmes Group housed at Michigan State, recommended establishment of school-university partnerships to improve teaching and learning. The Carnegie report, A Nation prepared: Teachers for the 21st Century (1986), clinical school linking school and university faculty. The Holmes Group recommended the establishment of professional development schools (PDSs) -30 institutions (like UTeach Liberal Arts) 5 year programs (4 years content degree and then 1 year education coursework) -Change the what teachers are educated, help construct a true profession, cooperate with school people in inquiry that transforms the schools, and restructure colleges of education to achieve these ends. National Curriculum and National Tests National Standards Teacher Accountability i.e., Testing (and observations)

Appreciative thinking

Appreciative thinking, assess notice and recognize the resources that students bring with them. What they've got is what the have to work with. The learning sciences, learning happens on the basis of what you already know, schema, building on. Asset-based! Look for the places where writing is already a part of your life, the texts you like, the movies you like Most youth do not count their Internet use as literacy participation; legitimate the worlds that they are already good at.

Behaviorism

Behaviorism- stimulus response, learner is passive and responding to external stimuli, this learning is a change in behavior (Pavlov) Skinner

Erickson's Talk and Social Theory Book

Central thesis of the book: "Talk is both a local process and a global one It follows that the study of talk needs to take account of both aspects of talk's ecological circumstances, and also take account of the connections of mutual influence that obtain between the local and the global" (Erickson, 107). Erickson uses an approach called "micro ethnography" or "ethnographic microanalysis of social interaction" which is most similar to the approach of Gumperz's "interactional sociolinguistics" terminology- the tools to create the discourse. Erickson lays out the terms so we can engage

Cognitivism

Cognitivism- understanding the human mind, mental processes, learning is a change in learner's knowledge or schema (Piaget)

Communicative competence

Communicative competence (Hymes 1974)- the relations between choices among optional ways of saying things and the social meanings that are connoted by those choices.

Linguistic competence

Communicative competence (Hymes 1974)- the relations between choices among optional ways of saying things and the social meanings that are connoted by those choices.

Communicative signs-

Communicative signs- regulation of signals that point to the relevant context of interpretation in which other signals are intended o be "read (Erickson p.7).

Cadence

Cadence- the rhythmic underpinning that enables various participants in conversational interchange to anticipate the projected courses of action of individual interlocutors, and of the conversational group as a whole (Erickson p.8).

Conferring (Lucy Caulkins definition)

Conferring (sit next to child, short conferences under 2 minutes, don't take the writing or stand above them reading the piece, don't take ownership away from the student). • What you already know about the writer • Observation of this writer • Open-ended questions to elicit an account • Skim, scan text • Decide (plan or objective tailor-made for the student, lesson to apply) • Announce the objective, explain (Explicit> "Let me show you ________." Explain what you want them to learn, give them an example, where might you try this in your piece? • Get the writer doing something new in front of you • Leave the student writing - extended in the direction you chose

Conflict Theory

Conflict Theory Conflict over scarce resources is the engine by which social process operates. This conflict produces stratified layers of domination within society- the more powerful force those less powerful to perform and thus their on the bottom, come to act against their own interests. At ant given historical moment this pattern of domination is held in a very unstable force-field. If those who are currently dominated mobilize to act in their own interests, they are able to overthrow the previous class of dominants and replace them (This is the conflict theory of Marx, in its strongest materialist vein)"(Erickson 114-115).

Constructivism

Constructivism- the learners actively construct their knowledge from their interactions with each other and their environments, related to prior knowledge and cultural factors

Constructivist Approach

Constructivist Approach • Learners individually discover and build their own knowledge • Teachers and students share the learning focus and activities • Learners are active participants • Multiple ways of knowing are honored • Actively engaging students in the learning process rather than allowing them to be passive recipients of contents Piaget- developmental approach Dewey- father of constructivism Vygotsky- socio-cultural Learners construct their own meaning through: Negotiation, making connections, modifying prior concepts, addressing content in a variety of contexts Chinese proverb- "I hear and I forget, I see and I remember, I do and I understand" Constructivism was a response to the lack of recognition (by behaviorist and cognitive learning theorists) of the distinctive learning characteristics of students and the social nature of learning (existing knowledge, experiences, family background, culture, gender, social status, multiple perspectives, social context, metacognition, understanding whole, expert learner, situated learning, knowledge constructed, group context, authentic assessment)

Contextualization

Contextualization- "We can speak of timing as one aspect of a dialectical process in interaction that has been called contextualization by Gumperz (1982, 1992; see also Erikson 1992 and Duranti and Goodwin 1992), entailing a system of signals he calls contextualization cues. The notion of contextualization follows form that of Bateson (1956, 1972), who observed that because of an inherent ambiguity in systems of communicative signs, those engaged in interaction need to regulate t by signals that point to the relevant context of interpretation in which other signs are intended to be 'read'" (7).

Contextualization (Gumperz)

Contextualization- "We can speak of timing as one aspect of a dialectical process in interaction that has been called contextualization by Gumperz (1982, 1992; see also Erikson 1992 and Duranti and Goodwin 1992), entailing a system of signals he calls contextualization cues. The notion of contextualization follows form that of Bateson (1956, 1972), who observed that because of an inherent ambiguity in systems of communicative signs, those engaged in interaction need to regulate t by signals that point to the relevant context of interpretation in which other signs are intended to be 'read'" (Erickson 7).

Culturally Relevant Pedagogy

Culturally Relevant Pedagogy (CRP)- Looking at it as the basis for our teaching. Culture is the foundation for the teacher, you cannot teach a kid without looking at their culture. You can't think about content until you understand their culture. How can we instruct someone if we don't take into account the things that are important in their lives. Allowing the child's voice to come through Why do we need CRP? Because it looks at instruction from the cultural point of view. WHY CRP is important? - The poor academic performance of AA students has sparked very little literature to address their specific educational needs because of refusal to view them as a distinct cultural group - There is a severe disconnect between what most teacher education programs do to prepare teachers, and what teachers of culturally different students need What is the impact of the hidden curriculum? - Kids know how you feel by how you react and act in particular situations which becomes part of the hidden curriculum What is scaffolding and how does CRP utilize it? Building on learning, building on what the students already have. (Attached to something that is already there). -value what the students bring with them, teacher must do a lot of learning When a teacher says, "I don't see color" they are: ignoring racial history and present socio-political consequences. Dismissing a salient feature of a child's identity. Not accounting for differences in curricular or instructional planning. Not seeing the students color typically means not seeing the students at all and not meeting their educational needs. By 2050 students of color will comprise a majority of public school populate White middle class females make 83% of teachers (NCES, 2006). White teachers with significantly less teaching experience constitute 76% of inner city teachers. Few experienced teachers in inner city schools. "Culturally encapsulated"- not truly aware of interaction with other cultures" "Culturally encapsulated"- teachers are unable to ascertain their own cultures objectively. Become culturally competent -understanding and relating to students with respect to the student's cultural perspective (Stuart, 2004) -recognize, understand, and appreciate the cultural and value differences between themselves and their students (Wachtler & Troen, 2003) The culturally competent teacher: • Makes knowledge (education) a vehicle for emancipation. • Understands the importance of culture • Recognize the power of language • Links the classroom activities to the student's everyday experiences • Challenges the status quo Teachers with culturally relevant practices. . . have high self-esteem and a high regard for others (Chapter 3) See themselves as part of the community, see teaching as part of the community, see teaching as giving back to the community, and encourage their students to do the same. See teaching as an art and themselves as artists. Believe that their students can succeed (how can you teach someone if you don't think they can learn? Won't expend effort if you don't think so ☹). Help students make connections between their community, national, and global identities. See teaching as "digging knowledge out" of students, but try to find a way to get it out. How do we develop culturally competent Teachers? (pp.131-135) • Recruit teacher candidates who are interested in working with students of color • Provide educational experiences that demonstrate the central role of culture • Provide opportunities to critique the system as change agents (understand the structures of the -isms) • Require immersion into the students' culture (Get info from them- students are the expert in their cultures) • Require observation of those that practice CRP • Conduct student teaching over a longer period of time in a more controlled environment. Potential Hazards • Teachers must be careful that their view of CRO doesn't: deteriorate to mere holidays and festivals • Try to include so many cultures that it minimizes the culture of the students (teach about the cultures that are in the classroom, not necessarily cultures that are far away) • View the students culture from a deficit perspective • Service Learning is often used as a means of familiarizing teachers with the diverse student population (Caution: It's a mistake to view prospective teachers as provides and students as recipients) • Preservice teachers must take the position of recicipent of cultural knowledge that the experience has to offer (Hess, Lanig, and Vaughan, 2007). • Essentialism- no culture is monolithic (not all students learn through rap) In an effort to destroy old stereotypes we develop new stereotypes • Ignoring Power Structures • Culture is extremely complex • Inaccurate expectations based on skewed media portrays and other eroneous sources of info can lead to two extremes: 1. unrealistic optimism- naiviety; patronizing attitude; rescue fantasies, redemptive discourse. 2. Unwarranted pessimism-low expectations; self-fulfilling prophecies Why do children of color need to become "bicultural"?

Eisener

Eisener- responds to issues of standards and objectives, idea that we don't have to be tied to this apparatus that scaffolds the whole educational system. Career in arts advocacy and writing about the arts in curriculum. Doesn't frame education as means and ends. 1. Objectives affect the learning outcomes and that not all subjects lend themselves to objective driven instruction 2. Objectives limit the learning outcomes 3. Only certain types of learning can be measured (only certain subject matters) 4. Psychologically illogical to plan backwards

Deficit Thinking

Deficit Thinking- Deficit thinking is linked to their participation in a group. Miscasting of students as lazy, resistant, not wanting to learn Assumption that people are essentially one thing. School failure is a result of that one thing (family, community, language, races, genders, economic-status). Ex: Limited English Proficiency (deficit term) English Language Learners (the term focuses on what they don't have, in this case English) Suspicion of teachers and students (deficit thinking built into the system) "These kids..." (Deficit framing assumptions behind it) "She has no language..." (Deficit) "No culture" "Parents don't care" (deficit) Rather than trying to learn and build onto what is going on in the home, they blame parents. Deficit thinking of teachers, teachers will only do what there is a consequence for not doing; teachers will only teach if there is a test. Deficit patterns come up in writing because there is a way of positioning kids as either writers or not writers (fully there or fully absent). Thinking that you know someone through and through is essentialist thinking. "That is just because she is a woman." (Not okay thing to say, but this is essentialist thinking). You can't say that about disadvantaged groups. Essentializes the person as just one thing. "Gifted" is also an essentialist term. Your view on fixed traits of a student guide how you teach them (if you think someone is a good writer you might focus on content, if you label someone as a bad writer, a teacher may focus only on grammar.).

John Dewey

Dewey- progressive education, democratic education, speaking out against provision for cultural elite (who is being trained for college and who is not?), prep for life and for college, classics as not the sole proveyers of culture, but we should look to contemporary experiences of society and connect everyday life and everyday experience to what is going on in school. High school teachers could take up these new ideas of Dewey/ Hall to argue against the lists of classic texts, a rejuvenation for progressive educators I speaking out against texts that did not reflect student experience or interest. Dewey- social interaction, the individual, against the mechanical application of other discoveries in other fields to school settings and yet there is a kind of science he wants students/ teachers to do themselves. Flexible science, science explores experience and reflects real experience rather than depositing. Testing of ideas in the learning practice and a richness in activities that allows students to play with ideas. Ex: school closures, pursuing a problem, a problem of interest to the students (testing hypothesis 86-88), observing consequences, evaluating, judging (students as scientists exploring the world, not merely labs) Social reconstruction, activists Dewey criteria for good curricular practice 1. Continuity of experiences that are arranged 2. Teacher's responsibility as "facilitator/ co-participant" 3. Including community- bridging curriculum with community 4. Direction in selecting educational experiences 5. Experiences should be educative 6. Leading ideas should organize curriculum 7. Interest-centered education connected to intellectual development 8. Importance of context and contextualizing learning 9. Collective nature of activities Dewey Powerpoint -Dewey as progressivist, reconstructionist, pragmatist (desire for modernist education, responding to problems of a rapidly industrializing society, democratic society, improvement and change. Dewey as interdisciplinary thinker: philosopher (pragmatic, coming up with systematic ways of approaching real practical problems), psychologist, educationalist Experience> Education>Democracy (Triangulation) democracy depends upon enriching experience, increasing the possibility for richer experiences for more people. Experience only attains to full possible richness in a democratic system. Democracy improves education by bringing different groups of students and allows for communication/discussion. Education advances democracy too and must be responsive to experience. Education must create meaningful experience and pay attention to the experiences that students bring with them. Experience is already educational always, in a way (even may be mis-educative, but still a form of education). They all depend on one another. Dewey- education must engage with and enlarge experience. Thinking and reflection are central to the act of teaching. Students must freely interact with their environments John Dewey Progressivism, pragmatism (philosophy of education), teaching should gear towards interests of kids, build curriculum based on these interests, lets do what works for kids and orient it towards their interests, activity in classroom (this called the activity movement in schools, advocating for interest based education

Digital Literacies

Digital Literacies Webquests, Blogs, wikis, nings, leapfrog, facebook, myspace, epistemic games, productivity tools (Microsoft office)

Rosenblatt's (1938/1995) Literature as Exploration

Discussion of Rosenblatt's (1938/1995) Literature as Exploration - Another approach at conceptualizing the English curriculum - The human element as central to the literary work and cannot be divorced from the teaching of literary forms, literary history, and other formal approaches. - For most readers, the human experiences addressed in a work, hold primacy; the formal elements- style and structure- intensify the literary experience. (Rosenblatt is speaking against the New Critics) - Aesthetic as primary. It is "a special kind of intense and ordered experiences that is sensuous intellectual, and emotional (31). - Efferent response- is related to reading for a practical purpose, to identify, extract, and analyze information or ideas to direct a particular action that occurs after the reading is over - R stresses that these two kinds of reading responses represent a continum - The teaching of lit should encompass theories in the social sciences as the writer and reader draw on assumptions about the nature of human personality and behavior within and across cultures and time period in making judgments about the characters and situations presented in the text. - Cognitive maturity as well as emotional maturity - Text must be sufficiently rich for a rich transaction Rosenblatt- not as centralizing in those significant living traditions, she seems to be more on the side of adolescent development, maturity, develop preparation and be prepared to enter the adult world.

Fairclough (1989) writes of the "Opacity of discourse"

Fairclough (1989) writes of the "Opacity of discourse"- "unaware of the political and social idealogies implicit within particular discourses" that operates in 3 ways 1. "Discourses become opaque when the meanings of words and situations become neutralized and remain unquestioned"(Compton- Lilly 21). Example: "the acceptance of urban stereotypes that parents don't value reading without taking the time to talk to parents, learn about their lives, and discover their true feelings" "(Compton- Lilly 21). 2. "Discourses become opaque through the naturalization of interactive routines" "(Compton- Lilly 22). (Example: unquestioned school routines and practices) 3. Discourses become opaque through the naturalization of subject positions" "(Compton- Lilly 22). (Example: in school teachers are seen as the experts on learning to read. Parents are expected to support the teacher's agenda) • "This subject positioning is complicated by race and class differences that often separate teachers and parents and exaggerate the social distance between players, creating a fertile space further construction of negative assumptions about the other"(22).

Friere (etc)

Friere Problem posing education, instead of telling the students the answer you explore real problems that are important to students in their lives (problems and questions as foundational). Critical pedagogy - people work towards real possibilities for making change, developing themselves as stronger more critical human beings. It is about confronting an actual real world. People that work in sociocultural tradition.

Gee's BIG D and little d

Gee's BIG D and little d Example: the chapter of the kids registering for class Big D: the purpose of the conversation is really, "how can we keep you out of the Vietnam war?" Little d: "what class should you take?" "Capital D" discourse (Gee 1990)- related to social class and positioning "Lowercase d" discourse (Gee 1990)

Hegemony

Hegemony (Gramsci) • Identifies the cultural or ideological means by which the powerful are able to maintain their position in society. • Gramsci- Italian revolutionary imprisoned in 1920's by Mussolini used the term "hegemony" to describe this (1973): "Through taken for granted common-sense understanding which' naturalize' things as they are, considering them as necessarily the way they should be, the interests of the powerful are justified and protected from critical scrutiny by the masses. The common-sense presumptions are often carried in language and in its use of discourse" (115) • "In accepting this Ideological hegemony the working classes act against their own interests, and they can be controlled indirectly- if the ruling classes have hegemony on their side they need not enforce their rule with guns" (115). • "Hegemony as a matter of patterns in a universe of symbols, of culture and ideology, is a learned phenomenon"(115). • Routine, unexamined, common-sense • Like Bourdieu's class-based habitus

hidden curriculum

Hidden curriculum- "The tacit teaching to students of norms, values, and dispositions that goes on simply by their living in and coping with the institutional expectations and routines. . ." (13). Habitus, rigor patterns. 2. The overt curriculum. 3. The fundamental perspectives educators themselves employ

Au (meta-analysis, broad based empirical analysis of how testing affects teachers)

High stakes testing, critical realist (power, oppression, transformation) Educator as assessment technician (evaluation drives curriculum) Skills based = solely labor (not taught critical thinking skills), status quo perpetuated Police the boundaries of what can be taught (teaching to the test) (who controls what is taught)

Humanism

Humanism- Learning is a personal act intended to fulfill one's potential, student centered, the educator is a facilitator Connections: Freire- humanism paradigm of learning

Ideology

Ideology- the deep unquestioned assumptions and categories that we tend to work with that are already ideological (Examples: the form of the curriculum (unquestioned organized by objectives. It assumes that knowledge can be meaningfully represented and broken down). (Example: values attached to professions- hierarchy of jobs, college prep as a high track and devaluing more technical and manual pursuits). (Example: school as preparation for the economy) (Example: meritocracy)

J.P. Gee Interview (you tube)- global competition leads to innovation Edutopia.org

J.P. Gee Interview (you tube)- global competition leads to innovation Edutopia.org • Innovation and creativity • Schooling that stresses the ability to solve problems • Innovate with the tools you've learned, not just facts to do trivial pursuit with. Use tools as a reference to get better • The group becomes smarter than the smartest person in the group • Video games allow kids to do a lot more things that you can't do in the real world • The game is an assessment (handled differently than schooling, immediate feedback as to the learning curve you are on). • Knowledge not just as facts • Language on demand instead of being forced on you • The language is given just in time. It gives you just the language you are going to use in the next few actions. • Kids want to produce and not just consume. Speilberg's new game Voombox in which you can design your own games. Kids wan to participate in communities (Facebook, My Space). Organize into groups instantly without formal organization. Passion communities vs. school communities. Anybody can both teach and learn. At times you mentor and others times you are mentored. No age limitations. • Pokimon- books, card games, video, movies, etc. . . Cross platforms, cross modalities, cross media • Fan fiction sites - kids write genre stories about an anime character, etc. . . • These communities hold you to a very high standards • Digital Tools- social networking tools (risky, because many schools are skill and drill) • Problem- the de-professionalization of teachers in which textbooks are imposed, scripted instruction, etc. . . • Teachers need to be digitally savvy or open to learning from their kids, so that they can learn with. Teachers as learners. • "Teaching needs to be seen as a sexier job" If we can create learning environments in which people collaboratively problem solve teaching may become a sexier job • Bringing the principals that work in video games into the educational curriculum. What types of engagements do we need to create to integrate into the curriculum • Learning specialized types of language in video games • Teachers as learners, with technology we as teachers have to adopt a learning attitude. This breaks the hierarchy. • Aspect of collaboration. This is one of the best benefits, learning with. • We need to support this type of identity, a digital community identity

John Bobbit (1876-1956)

John Bobbit (1876-1956)

Kairos

Kairos- time's discontinuous qualitative aspect; timing as differing in kind from one moment to the next (p.6). -the time of tactical appropriateness, of shifting priorities and objects of attention from one qualitatively differing moment to the next. This is time as humanely experienced" (7). "It is a brief strip of right time, marked at its beginning and end by turning points" (7). -timing resulting form mutual activity of the interactional partners. "transition relevance point", points of particular interest in the study of interaction (interaction- the division of labor between speaker and listener) (p.9). Transition relevance point (Sacks, Schegloff, and Jefferson 1974). Turing point of talk in kairos.

Key ideas in Applebee's Curriculum as Conversation book

Key ideas of the reading: Special and cultural traditions dictate educational norms Common values Social stability Intellectual attainment Tradition is knowledge-in-action not knowledge out of context Traditions- family, language use, roles, relationships, individual, community, formal, informal (when and how to use a genre) "Like all traditions, they open some possibilities and close off others; and as living traditions, they continue to grow and change in response to new circumstances"(8). Genres- workplace, schools, professions, academic disci0ples Mastery of new traditions of discourse Meaning making Making sense of the word and of experience Active participation Active reconstruction Literature as a reservoir of cultural values and moral strength Ways of reaching consensus, expressing disagreement, formulating arguments, providing evidence, genres for conversational action Appearance and reorganization of other fields (growth of technology) Shared exemplars, shared experiences Tools of representation Addressing issues that concern us Ideal curriculum is an integrated curriculum one according to Applebee (discover interrelationships across all of the elements in the curriculum). Students need to develop thoughtful arguments and contributions that speak to the questions that are of concern to the field 1. Quality of materials selected 2. Quantity 3. Relatedness: How do successive conversations, texts, and activities provide a sense of what has been covered and what remains to come? How do they forward. Deepen the conversation in a particular domain? How do they progressively build on students' knowledge-in-action, their ability to think and do within the processes of their discipline 4. Manner: a dialogic conversation that is dependent on responsive interaction that both anticipates and provokes the reply that us forthcoming (62). How do teachers sustain conversations? How do they make sure students participate authentically? At does dialogic conversation really look like? How are teachers trained in dialogic conversations?

Kronos

Kronos- Refers to the quantitative aspect of time; to time as continuous and this measurable.

No Child Left Behind

No Child Left Behind- structured on the premise that schools are failing ("Nation at Risk" Reagan's report that called for US to be more competitive and emphasized need for more rigorous testing)

Nel Noddings

Noddings Aims in education (happiness) Monetary compensation (mind vs. body) value laden society Forum for discussion/ conversation around the goals of education Need to value other types of work

Funds of Knowledge

Learn from students and communities Counter discourse to scripted and structured curriculum formats Learning as a social process Effective pedagogy that is linked to student's lives and community context Greater teacher autonomy Stronger preservice professional development In-service professional development that involves collaborative research Professionalization of the profession Learner is not a blank slate Prior knowledge Funds of Knowledge "People are competent, they have knowledge, and their life experiences have given them that knowledge" (ix-X). A theoretical concept that "facilitates a systematic and powerful way to represent communities in terms of resources the wherewithal they possess, and how to harness these resources for classroom teaching" (x). 1st hand research demonstrates this approach to student households as the key to unlock the knowledge students already possess Teachers as researchers, as learners entering a household Ethnographic inquiry - guided conversation, interview questions Foster a relationship of trust 1. Basic theory 2. Present teachers voices as central protagonists 3. Explore pedagogical implications that can come from knowing a community deeply and personally Authors of each chapter focus on their own retelling, multiple voices Purpose: use for preservice teacher training and in-service professional development Practices formed out of sociohistoric circumstances, discourses Confianza en confianza- trust in a mutual relationship , research in reciprocity, responsibility we have to one another This work demonstrates the extent to which kin and non-kin families networks affected families and households (Velez-Ibanez, 1996, pp.143-181). Core houselhold as being usually those of mothers as central to providing others with information, goods, and support to other households. Transformative effect of knowing the community (3).

Lisa Delpit (code of power standard American English, code-switching)

Lisa Delpit (code of power standard American English, code-switching), power and linguistic authority to speak to multiple audiences, understand that different langauges have different power and move along them.

Literature and the adolescent

Literature and the Adolescent - responsive to the adolescent immediate human concerns. Denied access to knowledge about, experiences o, the adult life that s/he is preparing to enter, literature serves as a way t explore these outlets and the range of human emotions and experiences - Lit can offer a framework for managing or organizing life - Great literature vs. "trashy writings" - Lit choices must contain a link to the student's past experience and present level of emotional maturity

Writer's Workshop People

Lucy Caulkins Randy Bomer Katherine Bomer Katie Ray Wood Donald Murray- Shoptalk: Learning to Write with Writers

Madeline Hunter Model

Madeline Hunter's Model Instructional Theory into Practice (ITIO)- 7 instructional behaviors- Anticipatory set, statement of objective, input and modeling, check for understanding, guided practice, independent practice, closure.

Micro-aggressions

Micro-aggressions- constantly have tiny power moves on a group (language is one type of micro-aggression on Afrcian Americans (AAV), Spanish speakers. "It isn't said that way, this is the correct way to say ..."

Movements in Education according to Jim Hoffman

Movements in Education according to Jim Hoffman 1. Efficiency 2. Effectiveness 3. Accountability (1980's/Nation at Risk report)

NCTE Beliefs about the Teaching of Writing

NCTE Beliefs about the Teaching of Writing Everyone has capacity to write We learn to write by writing Writing is a process Writing is a tool for thinking Writing grows out of many different purposes Conventions important to reads, therefore writers Writing and reading related Writing complex relationship to talk Literate practices embedded in complicated school relationships Composing in different modalities

New Literacy Studies

New Literacy Studies- "A body of work that argues that reading and writing should be viewed not only as mental achievements going on inside people's heads, but also social and cultural practices with economic, historical, and political implications" (9). (What book did I read in Horan's class on NLS? Community service, social activism, etc)

Responding to Literature in School

Responding to Literature in School - Meaning occurs on two planes o The ideas about the work presented by the teacher, accepted reading by literary critics and other official accounts/ treatments of the work o The student's personal emotional response that he may never verbalize or even ignore or suppress - The teacher must also acquire metal habits that lead to literary insight, critical judgment, and ethical and social understanding The teacher need to probe her with "positive aids towards intellectual development: to develop "an emotionally organized or reasoned approach to literature"(72). These positive aids include: Trusting student-teacher relationships A classroom climate of "informal, friendly exchange" where the student can comfortably reveal emotions and make judgments Books that serve as the bridge from the individual's experience to te literature and that facilitates conversation Exposure to concepts in literary criticism, literary history, and various social science field, e.g. anthropology, sociology, psychology, etc What constitutes a completed reading transaction? Reading to be changed Reader moves beyond the plane of cognition to a plane of experience, seeing how the work is significant within current social context and individual life

Rubato

Rubato- the ebb and flow of speeding up and slowing down that in music is called rubato (Erickson p.9).

Socialization

Socialization "One traditional explanation for how the social system as a whole is maintained as socialization-individuals are reared to learn the rules for acting appropriately in existing social settings and they also acquire patterns of sentiments- habits of the heart- which lead them to want to act in the ways necessary to maintain the system. Individuals seek to maximize pleasure and avoid pain ad they learn how to operate within the rails already laid down in their society" (Erickson 114).

Sociocultural Perspectives

Sociocultural Perspectives- learning is mediated by tools, language, artifacts, learning communities, distributed cognition • Culturally Relevant Pedagogy • Funds of Knowledge • Moll • Critical Pedagogy (Freire, Apple, Hooks, etc) • New Literacy Studies • Threshold Theory • Vygotsky Sociocultural approach- helps us understand the process of learning to read within the context of student's lives and their social worlds (Compton-Lilly 16) Sociopolitical approach- reveals the ways social, economic, and political forces reward or punish people according to social variables including race, class, and gender. Sociopolitical approaches also remind us that certain social groups dominate resources while other groups tend to be subjugated in accordance with differences (Apple, 1979, 1996; Giroux, 1992; Luke, 1995a). (Compton-Lilly 16). Environmental print- Road signs, directions, grocery store, mail, "To make it in the world you're going to have to read"(Compton-Lilly 1).

Speech prosody

Speech prosody (volume and pitch shifts) and in body motion (postural shifts, gaze, changes of direction of motion in gesture) (Erickson p.7).

Teaching vs. Editing

Teaching vs. Editing (editing is not teaching, merely correcting mistakes does not help). 150 years of research show that grammar out of context, daily drills, etc., don't work Review of this literature 1963 Braddock, Lloyd-Jones, and Schoerr 1986 Hillocks 1992 Hillocks and Smith Amanda Godley (looks at DOL not working) Language lives in people's lives, communities, etc. not in grammar books.

Habitus

Term created by Bourdieu Habitus- a routine guide to unexamined daily practice Habitus- physical habituation of actions learned through recurrent use, prior kinesthetic experience, implicit culture, an "intuitive sense of the game" (Bourdieu and Wacquant 1992: 120-121). "Habitus guides the conduct of ordinary recurrent activities, (shopping, walking down the street, talking, doing school work, etc). Calls early school socialization as a habitus for kids. Getting "a sense of the game" Habitus (Bourdieu 1977)- Encompasses both the subliminal awareness of practical consciousness and the actions taken by a particular actor. "Habitus has been defined by analogy as an intuitive sense of the game (Bourdieu and Wacquant 1992: 120-1). The experience soccer player or violinist does not think reflectively about the means of play while engaged in it. Yet as new events occur successively during the course of play the player reacts effectively to the (moderately) novel circumstances art hand. Habitus is effective to the extent that it is situated in a "field," that is, in a set of relationships with other players who share similar habitus" (11-12).