Precious Knowledge

 After watching the video I thought about my the culture of school in my youth.  I will focus on high school as the students in the video were this age.  I never really thought much about culture while in school.  I had my friends and in our school there was definitely a hierarchy of students.  The differences in my school were more based on economic status and not cultural diversity.  I suppose it's because of the community I grew up in.  

I found this video very interesting.  I enjoyed how the idea of the Mexican tradition is to spread love and peace.  I really liked the poem they recited at the beginning of each class.  The message about treating others as you would want to be treated is a motto I live by.  I treat every person they way I want them to treat me.  I feel like those in power (Delpit) could only see one view of reality.  Those in charge do not want a culturally diverse reality.  They want a one-sided educational structure based on antiquated ideas.  Those in charge do not want a variety of cultures within the educational system.  They strive for the typical "American" view of the world.

The students in this video fought for cultural diversity based on the premise of varying identities and realities.  One of the teachers spoke about looking at history through a culturally diverse lens.  This means both observing and participating in diversity.  This means learning about other realities and histories.  This means acknowledging differences and accepting that there is not one single view.  The idea that all people regardless of their cultural and economic backgrounds can participate and have conversations about life is prominent within the Mexican/American cultural studies program.  

I once watched a clip of American education and the medication of students with ADHD.  A question was raised about the way we teach our youth.  One person represented his ideas through art.  He drew a picture of a mill building and at first said this was and sometimes is how people work.  It is very structured with specific spaces, brakes, cafeterias, bathroom breaks, etc.  He likened this to public schooling in the United States.  He showed how we have created buildings that mimic mills that people once worked in.  He emphasized the idea that this structure facilitates educational boxes and the notion that there is only one way to learn and one way to succeed in the school system.  I am a school nurse in Pawtucket and they are currently rebuilding some of the schools in the district.  They recently opened Winters Elementary and the structure of the building supports diversity, collective learning, and is the opposite of rigid and cold.  The walls are warm and inviting. This structure is the opposite of the "mill" style of old.  

Supporting all students and providing them with not only a building, but and atmosphere that supports diversity improves quality outcomes for all learners.  It is important to move away from "box" ideology and move toward diverse, collaborative learning.  

FNED 246: Schooling for Social Justice

Video Analysis Template

In this course, we will watch several videos (together or asynchronously) and each time you will need to take notes on this template.  To write on the document, go under FILE and MAKE A COPY to save it in your own Google Drive.

Your Name:  __________________________________

Title of Video/Text:  ____________________________

Low-inference notes (Notes & Observations)	High-inference notes (Reflection & Connection)
Purpose: To document what you actually see or hear – your observations (not your opinion or interpretation). Do this while you watch/listen.	Purpose: To connect what you see and hear to. ideas/concepts/arguments from articles and videos from class.
Minimum of 10.  *Be specific in naming specific things you see and hear in the text.. Quote the text if you can. *Bullets and notes are appropriate for this section.	Minimum of 5 *Be specific. Use specific ideas and concepts from the reading and apply them to your observations in the low-inference column.  *Write in complete sentences. (See sentence starter ideas at the bottom of the table.) *You do not need to have a high-inference note for every low-inference note.
-The video opens and we are introduced to three highschool students.   -Each of these students talks about how difficult it is to stay in school.  -The history books are from a caucasian point of view.  -They did establish a cultural studies program. -Social justice pedagogy to seek truth -Classroom with books on social justice. -A sense of home in this class -Music, literature, dancing of the Mexican culture -Families coming together -93% graduation rate for ethnic studies students.  -Tom Horn, superintendent, wants to stop the ethnic studies progoram because he feels it silos different ethnic groups.  -Multiple bills banning ethnic studies program.  -Indoctrination of students -Mexican “take-over” -Teaching kids to be “angry radicals”, “hate groups”? -Community, service, advocacy -Community engagement -110 mile relay race, 103 degrees-running for education and cultural awareness -Ran to the state capitol -The bill to stop cultural awareness class died before reaching a vote -Burning of flag, white people shouting,  -Death threats -Senator visits the classroom and has a discussion with the students.  -Love poem -Community organizing -15 people arrested for sit-in -Governor Jan Brewer signed into law; teachers sued -Precious knowledge of who you are as a human being -TUSD Mexican/American studies class serves as a model for developing and ongoing programs throughout the nation.	Do you see intersectionality playing out in this video? I did see intersectionality playing out in this video in the classroom.  The Mexican/American studies class made this idea apparent in order to direct change for a positive existence in American culture.  Do you see Culturally Responsive Teaching (from slide deck): Take students everyday lived cultural experiences and link what the students do know and understand and make connections  Students are not blank slates - they bring in their experiences (prior knowledge/experience) -Culturally responsive teaching occurs within the Mexican/American cultural studies class.  This class allows the students to become engaged in learning.  They were able to acknowledge differences and explore ways to immerse both Mexican and American culture into their lives.   -Students in the video spoke about their personal experiences and how these experiences shaped not only their home lives, but their school lives as well.  Many of these students expressed how it was almost “taught” at home how their adult lives would evolve.  Some of these students did not believe they could accomplish all they felt they could.  They spoke about being placed in a “box” built by not only their culture, but also American culture.  The class they participated in provided them a space to recognize their own individuality within their Mexican and American culture.  This space enabled them to grow, develop, change, and understand their own way of thinking.
Low-inference notes (Notes & Observations)	High-inference notes (Reflection & Connection)
Purpose: To document what you actually see or hear – your observations (not your opinion or interpretation). Do this while you watch/listen.	Purpose: To connect what you see and hear to. ideas/concepts/arguments from articles and videos from class.
	Do you see Delpit and the rules and codes of power? Delpit and the rules of power are apparent as those in power attempt multiple times, until they become successful, to ban the Mexican/American cultural studies class.  Those against this class feel that cultivating these ideas would silo different cultures creating differing views and opinions ultimately leading to fighting and “take over”.  One can see how those in power want to remain in power and direct where education goes.  The powerful want to prevent other ideologies from penetrating their one-sided ideas.

SENTENCE STARTERS TO HELP WITH YOUR HIGH INFERENCE NOTES:

• When ____ happens in the video, Author X would argue that this is an example of ____ because ______.

• This moment in the video (describe) illustrates Author X’s argument about ______ because _______.

• Author X argues that ____. While I agree that ____, when ____ happens in the video I realized that we also need to consider ______. 

• My first interpretation of ____ was that _____; however, thinking more about Author X’s idea of ____ made me realize that _______.

• While some people might interpret ______ as _____, Author X’s idea of ________ shows us that we really need to think about __________. 

• While Author X might say the issue at hand is _____, Author Y points out that we also need to pay attention to __________.

• This moment in the video (describe) reminds me about our class discussion about _________ (explain).