Final Blog Healing Centered Engagement by Ginwright

https://miro.medium.com/v2/resize:fit:1400/format:webp/0*n1jyg1n33xCC8a0-. Copy and paste into a different broswer to see pictre Argument: The term resilience has been coined around for a long time. This article informs us about the impact of trauma on human development. Trauma informed care is a more holistic approach. It treats the whole person as opposed to a specific disease. It is evident that trauma in youth may cause disruptive behaviors in school. How we handle it is what matters. Studies show that intense punishments like school suspension isolates the students and worsens their behavior. Instead of discipline, Ginwright stresses the importance of using a more healing approach such as school counseling. While trauma informed care is helpful, it can dehumanize the person to just their trauma when they are much more than that. Trauma informed care can treat the person but it doesn't help to find the cause of the problem. We can take the idea of trauma informed care and expand on it using healing-centered approaches. This idea of help that is emerging in psychology is focusing on the conditions that contribute to well-being instead of just addressing the problem. It's a more positive outlook. I believe that Ginwright's main point is that people have to know who they are to be healed. Culture and identity are a huge part of healing. What we want to achieve, our passions, etc. are more important for healing in comparison to focusing on the trauma. We need to listen to young people to understand what their needs are and how we can help them. Here is the link below for more info on healing-centered approaches https://schoolclimate.org/a-virtual-conversation-healing-centered-engagement/#:~:text=Healing%20centered%20engagement%20centers%20on,supportive%20experience%20for%20young%20people.

Blog 10: 3 Readings that will stick with me

Copy and paste above link into a different browser to see image Reading #1 Hehir Ending Ableism in Education: The reading definitely was personal for me. I defintely understood Hehir's message that diabilities are not something to be overcome. They are something to be celebrated. People with diasbilites are just as capable as people who do not have them. We need to be aware of our prejudices of people that have different gifts than us. I work in a special education classroom. Many of these kids have autism. Now, I recognize many of the sterotypes I made towards children with learning disabilites. I used to assume that they would be placed in different classroom, they would need an IEP, and that they would have behavioral issues. I am learning that autism looks different in every child. Many of my children are very gifted in mathematics and have longer attention spans than children in regular education classes. We need to break the stereotype that kids with disabilities cannot live what we consider to be "normal" lives. Special education is a field I never saw myself in. However, this field has been a game changer for me. I look at people and see them as gifts and God's beautiful creations. Everyone has dignity. Here's a link to the Indviduals with Disabilites Act (IDEA). This is an act in education very close to my heart. https://sites.ed.gov/idea/ Reading #2 Rodriguez Aria: This reading has taught me that I am a co-learner in the classroom. Multilingual learners are learning just like I am. I was in shock when Rodriguez called Spanish a "private language". Growing up, he was taught that cultures must assimilate to survive. People could not be individuals. The survival mechamism was learning English because that is what you got you jobs, approval from others, etc. Part of developmentally approproiate practice in education is giving students what they need and learning who they are. We have to be open to learning our student's languages and cultures. Observing children is such an essential part of teaching cirriculum. Teachers must know their students to teach them. We need to have relatiosnhips with our students. We need to know where they come from. We are co-learners. Reading #3 Johnson Where White Privilege Comes From If we are not part of the solution we are part of the problem. I did not realize how privileged I was until after reading this work of literature. If someone does not recognize their role of power, they may be contributing to the oppression that others may be facing. I have thought more about how my actions affect others. I am trying to improve that. We need to go against the path of least resistance and help our neighbor. In Greensboro, North Carolina, that group of African American men did not give up until they were served lunch. Little did they know, their small act of courage radically changed history. After them, other groups started fighting for all races to have equal rights. How can we play a part in using our privilege to change the world?

Hehir: Ending Ableism in Education

Quotes: Picture: https://www.google.com/imgres?imgurl=https%3A%2F%2Fwww.gse.harvard.edu%2Fsites%2Fdefault%2Ffiles%2Fstyles%2F16x9__image_scale_and_crop__sm%2Fpublic%2F1500x750-tom_hehir-2017.jpg%3Fitok%3DBndPCcCk&tbnid=RFXvFAfFE0O-xM&vet=12ahUKEwiZ2oWa2qOCAxXBM1kFHSkRCIcQMygBegQIARBW..i&imgrefurl=https%3A%2F%2Fwww.gse.harvard.edu%2Fdirectory%2Ffaculty%2Fthomas-hehir&docid=s-dpqrFF_oGUiM&w=750&h=422&q=hehir&client=safari&ved=2ahUKEwiZ2oWa2qOCAxXBM1kFHSkRCIcQMygBegQIARBW Hehir "However, ableist assumptions become dysfunctional when the educational and developmental services provided to disabled children focus inordinately on the characteristics of their disabilities to the exclusion of all else, when changing disability becomes the overriding focus of service providers and, at times, parents' '. This quote relates to the main idea. Hehir’s main idea is that a disability is not something to overcome. It is something to be celebrated. Disabled can people can be just as successful as people without disabilities. And sometimes, they are even more successful. We need to be aware of the implicit bias and cultural prejudices against disabilities, such as they need more support, attention, and need to be “babied”. “In her landmark study of the impact of a high percentage of deaf people ;living in a Martha’s Vineyard community in the 1800s, Nora Groce, found that graduates of the Hartford school had achieved higher levels of literacy than many of their hearing neighbors.” Deafness is just one of the many disabilities that people are discriminated against. In Groce’s study, she learned of the severe prejudices that people had against the deaf. They are capable of just as much as those who can hear. The study above proves that. Judith Butler, Sunaura Taylor Video “There is a difference between disability and impairment. Impairment would be my embodiment right now. The fact that I was born with arthrogryposis, … my joints are fuses together…And then there’s disability which is the social repression of disabled people.” Sunaura explains that there is a cultural aversion to disabled people. And because of that disability is not a physical status, but a social status. This reminds me of Delpit’s codes of power and the rule that the culture of power is a reflection of those who have power and their idea of what [power is. Society tells us that there has to be social groups that dominate others. In this case, the able-bodied dominate the disabled. Article: https://www.apa.org/pi/ses/resources/publications/disability

Blog 7: Rodriguez

Quotes: Image: https://www.google.com/imgres?imgurl=https%3A%2F%2Fwww.researchgate.net%2Fpublication%2F268333350%2Ffigure%2Ffig3%2FAS%3A271927734435867%401441844033078%2FAn-illustration-of-the-monolingual-vs-bilingual-aging-brain-In-monolinguals-aging-is.png&tbnid=PY6Th6x5r9GsoM&vet=12ahUKEwj5gf_CuZSCAxUzMFkFHXtJBcsQMygCegQIARBY..i&imgrefurl=https%3A%2F%2Fwww.researchgate.net%2Ffigure%2FAn-illustration-of-the-monolingual-vs-bilingual-aging-brain-In-monolinguals-aging-is_fig3_268333350&docid=ZOzWPQIPuacIeM&w=850&h=389&q=bilingual%20uses%20both%20sides%20of%20brain&client=safari&ved=2ahUKEwj5gf_CuZSCAxUzMFkFHXtJBcsQMygCegQIARBY Video: "Research shows that you have to leverage students' linguistic backgrounds in order to educate them... even if the goal is to expand their repertoire" Vogel expresses that students should still use words from their native languages even though it seems counterintuitive in a mostly English-speaking classroom. Being bilingual allows students to have new and engaging experiences in their classroom and allows teachers to explore new skills, especially if they don't speak the language. I am reminded of Delpit's codes of power. One of the rules is that power is enacted in the classroom. Power is unleashed when teachers always assume they are the experts and neglect student experiences. This is not always the case as seen with students who speak a different language that their teacher is unfamiliar with. Teachers must try and learn the language in this case, not the other way around. One of the tips that teachers give from Bedford Hills school is "View students' language backgrounds as resources in their learning" This quote means creating a classroom culture that is inviting and includes everyone. Languages should be treated as tools, not as an inconvenience. These quotes support the main ideas of Vogel's videos. As teachers, we are co-learners. We may think that we are the ones learning a new language. However, this is what bilingual students are doing all day long. We need to think of learning our students' language as a responsibility as a privilege instead of a burden. "Aria" quotes "I moved very far from the disadvantaged child I had been only days earlier. The belief, the calming assurance that I had belonged in public had at last taken hold." Spanish was considered a private language to the author because English was considered the public language. It is so sad that Rodirguez' family could not be themselves to fit in. The quote above supports Rodriguez' main point that varying cultures must assimilate into others and lose their sense of individuality to fit in. https://www.nordangliaeducation.com/bvis-hcmc/news/2022/04/02/the-benefits-of-bilingual-education

Finn: Literacy with an Attitude

https://www.google.com/imgres?imgurl=https%3A%2F%2Fm.media-amazon.com%2Fimages%2FI%2F61eXPnLzLIS._AC_UF1000%2C1000_QL80_.jpg&tbnid=pf3JEpVzTfK1bM&vet=12ahUKEwimydjm9YCCAxXwDFkFHV5XCvUQMygAegQIARAz..i&imgrefurl=https%3A%2F%2Fwww.amazon.com%2FLiteracy-Attitude-Second-Working-Class-Self-Interest%2Fdp%2F1438428065&docid=gusLfY28PCM5CM&w=667&h=1000&q=literacy%20with%20an%20attitude%20patrick%20j%20finn&client=safari&ved=2ahUKEwimydjm9YCCAxXwDFkFHV5XCvUQMygAegQIARAz (Image) Hyperlink: https://www.independent.co.uk/voices/comment/a-message-to-anyone-involved-in-education-stop-underestimating-children-8663034.html Connections: Finn understands that we cannot grow if we are not challenged. We need knowledge. Is it true that those who work hardest to gain knowledge go the furthest? This question from Finn really stuck out to me. I think of Kimberle Crenshaw's talk on Intersectionality. Emma's dilemma was truly impactful. She has to work so much harder to not face work discrimination. She has to face intersectionality because of her race and gender. However, Kimberle said that intersectionality is hard to resolve if there is no tangible conflict to tackle.According to the intersectionality wheel, it is multifaceted, difficult to solve, and can change throughout one’s life. People can be in different phases during different times of their life. But, that doesn't mean we should avoid the problem. I am also thinking of the Precious Knowledge video. In Tucson, the students were having sit-ins and protests to fight for Mexican rights. Students were arrested and were given a court date. TUSD even wanted to cancel their Raza studies program. They were unstoppable. They wanted to keep fighting the issues. They invited Senator Huppenthal to visit Mr. Acosta's class. The senator argued that their argument to keep ethnic studies continuing wasn't validated because they weren't even recognizing white history (Ben Franklin's pictures were not up in the classroom, like their artwork was). The students seem to be running in circles and not finding a solution. Unfortunately, TUSD ended up canceling the Raza studies program and reassigned teachers. The belief that race is no longer in issue is incorrect. Those who have prestigious jobs and are well-educated still believe this. Perhaps knowledge gains power and knowledge can be gained through experiences and advocating for what you believe in, not just classroom settings. How can we stop underestimating children in classrooms and stop holding back information to teach them?

Midterm Checklist ✅

https://docs.google.com/document/d/1YKN98E7H1uJNZkK-gC457_uPmMoaRUgftCSqUEYwkSc/edit (Teach Us All) https://docs.google.com/document/d/1MlYKq6A-sHrXZtctDOwZbtV4d3sbTx-M9dahrVF1Sx0/edit (Precious Knowledge) https://docs.google.com/document/d/1W78emjx3iRBrI1IuUj5lkIJ32GrmDUztOUUt_oc436Q/edit (Classroom Tour) copy and paste into different tab

Intersectionality

Reflection: I needed a minute to sit with the Kimberle's TED talk. I tend to have an emotional response to a lot of things. It definitely made my heart heavy when the black women's names were written on the screen and videos of police brutality were posted. Being a White, Christian, female, I never have to think of being abused by a police officer. Looking at the intersectionality wheel, I feel that I have definitely been in several of those areas too. She is one of the most impactful speakers I have ever heard. Emma's dilemma about being discriminated against at work for both her race and gender is something I have never had to go through. She just wanted what we all want– a better life for her family. The overlapping effects of these 2 kinds of discrimination is called intersectionality. What was shocking to me is that it's hard for these people to even get help because it's hard to point out where the issue is tangibly. African Americans do get hired for jobs. However, they are mostly men. Women are certainly hired too, but they are mostly white. I can clearly see Emma’s dilemma as an African-American woman. To fix this problem, in 2014, the African American policy forum demanded that we "Say Her Name" to make intersectionality violence known. It's tough to digest, but it's even easier for me to feel guilty about it. Have I ever silenced someone because of ignorance of privilege? There are definitely people out there that need my help. I have said I was too busy for them. Kimberle explains that because of our bias, we have trouble with open-mindedness and accepting new ways of thinking about a problem. In order for a problem to be solved, we have to remember the problem and not let it slip through our consciousness. This is just one of the many stories of social injustice. My question for class: How can we prevent intersectionality from happening in schools? Image: open in new tab to view Hyperlink: https://www.nasponline.org/resources-and-publications/resources-and-podcasts/diversity-and-social-justice/social-justice/intersectionality-and-school-psychology-implications-for-practice

Where White Privilege Comes From--Johnson

https://docs.google.com/document/d/1MlYKq6A-sHrXZtctDOwZbtV4d3sbTx-M9dahrVF1Sx0/edit Video Analysis: copy and paste this link into another tab Argument: Johnson argues that, "systems and people only exist in relation to each other". If we are not part of the solution we are part of the problem. That is his main point. We need to be more than just participants. We need to be advocates. The world we live in is a result of our actions. We need to not have resistance to the idea that actions have consequences. We need to be accountable. Oppression is more than just a "big" problem. It is something we each have an active role in. There is a relationship between institutions and the people who are in charge of it. The way in which the privileged use their power determines how just our systems are. We need to look outside of ourselves and understand that people are being impacted because of our actions. A group of people in Greensboro, North Carolina wanted to settle this. A group of 4 African-American college students wanted to be served lunch in a restaurant. They were refused service because of their skin color. They refused to give up. They continued to return with an even bigger support group. They were manhandled and treated with disrespect. Similar sit-ins had happened after this throughout the South. This was the end of this type of segregation. Although it is unpopular to stand up for what is right, people are responsible for changing systems. They cannot be changed without action. We need to go against the path of least resistance-- "the luxury of obliviousness". We can take the blame off of ourselves and say that history has nothing to do with us or this happened before we were born. However, privilege is generational and can be passed down. We can use our privilege to benefit others too. Question for class: Since equality and justice are confused quite often, what is the difference between the two words? How can we play a part is using our privilege for good? Article that relates to blog: https://www.learningforjustice.org/magazine/fall-2018/what-is-white-privilege-really

"Other People's Children" Delpit

 Blog #2 “Other People’s Children” written by Lisa Delpit 

https://creditsforteachers.com/how-culture-affects-learning/#:~:text=A%20classroom%20environment%20so%20harshly,in%20noisy%20or%20silly%20games.

Reflection:

I am an early childhood education major at RIC. I am learning about developmentally appropriate practice right now. Delpit discusses how teaching is an example of a career path that requires open-mindedness and clarity of rules to eliminate confusion. I totally can relate this topic to my education class. We are talking about how culture affects a students’ learning. Some students grow up in more passive cultures. They are taught to respect others’ opinions and rely on nonverbal communication. Other cultures are more assertive and will voice their opinion, and are not afraid to hurt someone’s feelings. Additionally, students who are more sociable tend to do better academically in school. If students are more passive, they may feel silenced. They may reach out at all and end up failing because of it. Rules made in classrooms need to be fair and developmentally appropriate. This means that teachers tailor rules to what the students are capable of doing. We need to eliminate the bias that all students understand us. We need to make inclusive classrooms everywhere. 

For example, a student may be Chinese. In Chinese culture, they are taught that eye contact is rude. If this student is asking for help, he or she will more than likely have to look at the teacher to ask for help. He or she may avoid asking questions to avoid eye contact. Although no task like this is easy, teachers will come across students who are falling behind at some point. To eliminate ambiguous student learning, parents should be involved. Teachers should meet with parents to get to know them better. Culture should always be a part of the conversation. Culture is one of the things that impacts how we learn and where we are developmentally. Good teachers are very much community-oriented. We have partners like RIDE, school principals, and parents that work together to give the best education possible.

Privilege, Power, and Difference, Johnson

 Blog #1: Privilege, Power, and Difference written by Johnson

Reflection: As the author notes, we are stuck in this “paralysis” of social structures that makes it hard to escape. Reflecting on this passage, I have learned that I have been blind to my privilege, because I am a white, Christian, woman who thinks that she is not privileged. . Johnson describes this as a paradoxical experience when you are privileged but do not feel privileged. I do not have to feel special to have access to privilege. My reference group would be white people. I tend to compare myself to other whites instead of African Americans. 

https://www.learningforjustice.org/magazine/fall-2018/what-is-white-privilege-really

9/21 Amazing Grace Kozol Hyperlink

HYPERLINKS

In Mott Haven, Disease, poverty, addiction, etc. increases the risk that a child faces injustices. Children in the South Bronx, the poorest neighborhood in the US, are facing so many difficulties. This piece of literature reveals the struggles of children living in the poorest of sitatuins. Children living in impoverished families are helpless and have to live in the families they were born from. Even when families are luckyenoguh to recieve health care, they are given inssufucint, harsh treatment. One of the personal testimonies recalls that you "get used to the offense". Not only are injustices more common in the Bronx, but it is being normalized. Bronx communities do not know anything else. Not only are parents dying of AIDS, young children are following their parent's footsteps, making the same choices, and dying as well. The problem in this article and both articles below express that if people were more educated, they would have the knowledge to know that a better live exists and they can get out of their situation. People living in impoverished situations cannot see their life's purpose.

The article below talks about the AIDS epidemic in the Bronx. The article explains that the South Bronx has more HIV deaths than anywhere else in NYC. This article highlights Mott Haven, containing one of the highest death rates in NYC. The rates are also higher in Latino and African Americans groups. The Bronx also has the highest population of children out of NY's 5 boroughs. Language and cultural differences also worsen this crisis. There are fewer health services and less Latinos/African Americans are insured for HIV/AIDS treatment. Mott Haven is also mentioned in Amazing Grace. In hospital diumpstes, fetal tissues, body parts, and syringes are found. Even when people are able to afford healthcare, the quality is the worst.

http://bronxink.org/2019/10/13/28716-how-hiv-outreach-is-tackling-an-invisible-crisis-in-the-bronx/#:~:text=In%20total%2C%20the%20Bronx%20saw,among%20the%20worst%2Daffected%20areas.

The article below shows some statistics of Mott Haven. One of the most intriguing stats is the level of education. 45.18% (almost half) the population of Mott Haven have received some high school as their highest form of education. This clearly addresses the problem that education is not universal and people in impoverished communities receive a lack of resources. People cannot better themselves without the proper  knowledge to do so, as expressed in Amazing Grace