Joel Manfredi

Log for 5-5-09

Dr. De Vries

Ferguson, “Don’t Believe The Hype”

 

 

Joel reads the Log

 

Adam remembers how the book “Dirt” got brought up… because it was from the four points of view of the band members about similar scenarios.

 

The question arises about who is doing discussion for next week and CHAOS ENSUES!!

 

Adam thinks he’s doing it with Keri, but Mike was going to do it too.  Then Mike says it got mixed up because of his situation and finally, KD straightens everything out.

 

Mike and Adam go “outside” to ready their “game plan.”

 

They come back in and Adam explains our goal.  He has some theme statements regarding Ann Ferguson’s reading, as well as some quotes.  We are to pick one theme and some quotes that apply to that theme.

 

Adam discreetly urges KD to be a part of the group so that he can monitor the discussions, which she agrees to do.  We break into groups of two and discuss.

 

Maria and I do some excellent work, and after everyone is finished, Mike hands me a quote sheet that he held on to because, as he says, “Since you didn’t have enough papers for us, and we had to share, I made you share too.”  Thus completing his vengeance upon me.

 

Maria thinks tracking is designed in a way where the system “gives up on the student.”

Adam asks, “Could PALS have an adverse effect?”

 

Maria S. thinks yes, that bad kids shouldn’t all be grouped together, but should be mixed in with the good kids.

 

Maria thinks tracking is suspect because it requires teacher referral.

 

Faye agrees.  “It’s qualitative.”

 

Adam brings up the first theme… Adult/Child relations.

 

Faye talks about different relations… adult/adult… how students were different in different situations in their lives.

 

KD says that many times, adults don’t conceive of ids having relevant information.  That they forget the kids might have anything to offer… that the adults aren’t expecting an exchange of ideas.

 

Adam asks if there are issues between teachers and students of different races.  Are there filters put up?

 

Faye refers to her son when they lived in Utah and he threw a fit because his gopher got moved.  She got to the school and wanted them to deal with the issue… “I’ve gotta work.”

 

Tina asks if the administration was afraid of Faye.

 

Faye doesn’t think so at first, but as time went on… yes, probably.

 

Adam refers to the different ways he treats students who have different issues.

 

Maria S. remembers a kid’s crazy mom.

 

KD says that as a substitute teacher, she didn’t care about crazy parents.  She also said that kids in that school were “tracked.”  If you weren’t an athlete, or upper income, and especially if you were Italian, you were tracked.

 

Faye wonders about treating kids the same.  Refers to her kids and how one punishment is devastating to one but not the other.  Thinks we should discipline to what is effective.

 

Adam asks, “Is it more fair to have exactly the same rules?  Or more fair to have different rules for different people?”

 

KD has seen it in school here where students get offended over a certain reading and have come to her to complain, saying their teacher is “sexist” or “racist.”  To these students she brings up critical thinking and why they read certain subjects… but does so in different ways to different students.

 

Tina remembers a reading from somewhere where African American students refer to school as “white”… a “white institution.”

 

KD says that behaving in school could be seen as a political statement.

 

Ned asks how she deals with this.

 

KD tries not to turn a Freshman class into a political battlefield, but points out things that are historical about the education process.  She tries to remember how to teach this without being detrimental to her students or her own beliefs.

 

Ned texts on his phone.

 

Mike finishes the carrots (no snap peas tonight).

 

A discussion arises about bell hooks and whether or not she is still teaching.  We find out she got a PhD. from UC Santa Cruz, born in 1952.  Amble says they are the “Banana Slugs.”

 

Everybody with a computer looks up info on bell hooks.

Adam is not a poetry fan, but likes E.E. Cummings, then brings up Institutional Power vs. Individual Power.

 

Faye thinks power in society is more socioeconomic.

 

Maria S. agrees.

 

KD thinks if teachers are making assumptions about students, it affects them the entire time they are in the system.  If a kid is “smart” and has a “future,” opportunities will be put in front of that student so they can succeed.  “Things” being community mentors, upper division study programs (which students got into through taking dubious tests), etc.

 

Faye talks about a Boondocks cartoon she saw where the white people said, “Oh, you speak so wellllll,” and clapped for the African American kid.

 

KD brings up “Undercover Brother” where the 70’s disco guy has to pretend to be white and all the cliches that go along with being white.  Also refers to how students get put into “boxes” like class clown, jock, bully, etc.

 

Ned thinks it’s beneficial to call attention to social problems through the use of cartoons.  Not a detriment to society.

 

Amble talks about rap music and violence… which leads to a discussion on the emergence of rap music and its transformation.

 

KD thinks music has to reflect some sort of culture and society. Rap music reflects and critiques a lot of what’s wrong in society.

 

Adam asks about messages in music, i.e., “F#$@ the Police,” and “Cop Killer.”

 

Ned, “Maybe these messages should be heard.”

 

Keri thinks we should give credit to kids that they won’t start killing cops.

 

Amble wonders why there is so much misogyny in rap music.

 

KD refers to the hiring a new judge for the supreme court and it will be a female and how the physical appearance of her is what the media is focused on.

 

Faye agrees and thinks the attacks on Michelle Obama’s wardrobe and style being an issue is more important to the media than her values, policies, etc.

 

Lots of misogyny talk about rap music… how it has evolved.

 

Ned and Mike look at Mike’s computer… Ned turns on his computer.

 

Maria gives information on the quotes we chose for our theme of cultural identity.

 

The point is brought up that if something bad happens in the white culture, there’s no identity associated between whites and the culprit… but if the same thing happens in the black culture, it translates to feelings/emotions/association in school

 

Faye talks about how as a child, she’d see perpetrators on T.V. and be happy once she found out they weren’t black.

 

BREAK @ 7:45

 

Ned and Mike listen to rap music as we enjoy chips and dips and water, thanks to Adam.

 

BREAK OVER @ 8:05

 

Race is almost illegal to talk about in France.  KD mentions that the Netherlands shows naked people in their tourist videos to discourage travelers who don’t think like them.

 

Mike wonders if we will ever get to a point of perfection in this country regarding “race.”

 

Ned has an issue with capitalism vs. socialism.

 

KD says capitalism doesn’t have to be unregulated, which it is… and that most large groups or companies don’t police themselves.  That’s why we have checks and balances, The Bill of Rights, etc.  

 

Ned wants to know if we can change that.

 

KD asks if he’s a voter, then says “that was a facile statement.”

 

Faye brings up a book entitled, “How the Irish Became White.”

 

KD brings up when African Americans moved north and started competing with Irish, Italians, Polish people for jobs.

 

Adam wonders if there is danger in staying mired in the pessimistic… in the past… thereby creating a sense of unnecessary guilt… instead of focusing on positive strides in race relations.

 

We get into a discussion on Germany and the flying or not flying of flags.

 

Adam can’t believe they can’t move beyond their guilt.

 

KD says the confederate flag maintains a cultural identity of a people that wanted to keep slavery.

 

Adam asks if constantly reminding students or studying the same texts can perpetuate this type of unnecessary guilt.

 

Ned wants to know what the alternative is?

 

Adam thinks it’s a bigger issue.. the “have’s” and the “have nots.”  That these other problems are products of the socioeconomic problem.

 

The 1960’s “white flight” is brought up, and Amble wonders if white kids hadn’t moved out, would they have been in the 95% of kids in the punishment room.

 

Adam wonders if we are beating a dead horse talking about race.

 

KD says, no, it’s not a dead horse.

 

Faye brings up the story about her sons teacher who joked that he didn’t need sunscreen

 

KD says race is uncomfortable for people.  Refers to her friend who grew up in Gary, Indiana and was amazed to see multicultural groups of people walking together in Massachusetts.  Says this community is upset that this school’s faculty is “entirely white.”

 

Tina tells of other teachers telling her “appalling” things about students… assuming she will agree with them.

 

Faye asks why teachers here are mostly white?

 

KD thinks if we were in a more urban community, it’d be different.  When you have a homogenous faculty hard to attract more people of a different race.  There’s biolgical essentialism… a Mexican-American has to teach Mexican-American Literature, etc.

 

Mike has a few remarkable closing words and thanks Adam for doing a wonderful job.