Oct 1 and Nov 1 Post (Hydrid Day)
Post one excerpt from the Taylor & Helfenbein reading, then ask a question about the quote/excerpt. That's it!
Thoughts on 1491 (10/17/11 HW)
What is Charles C. Mann's central premise in his article, 1491 ? Provide a quote to illuminate your response. And, to wit, what does Mann's article suggest about the state of what we have historically considered (Western) knowledge? What is the relationship between scientific revolution and re-evaluation of Western knowledge and "development" (compared to the pre-Columbian Americas)? Feel free to suggest or link to outside sources or web sites.
Comments
"To tourists, the media represents D.C. as this wonderful place to be with lots to
do. Don’t get me wrong, there are some beautiful places in D.C. to see such as
the museums, monuments, gardens, and other historic places. This is not D.C. as a
whole. This is a problem because leaving out important details is a lie; “lying by
omission”. To the White residents, D.C. also seems to be this great place to live, but
if there are problems the reason it is going down hill is because of the minorities.
All the crime you usually see broadcasted on the news in our area are committed by
minorities. Like White people don’t commit crime."
The question I have about this article is that whether or not the reason newscasters omit including "white-crime committed incidents" in their broadcasts is because they feel their viewers are predominantly white and do not want to view the bad people of their race?
conceiving and perceiving," (Taylor & Helfenbein 321-322).
What exactly is "Critical Geography," and why would it be more difficult to implement in an area of "globalization?" Isn't that a positive aspect of modern society?
accoutrements puts us in our place and creates a way of knowing that puts us in our space too" (Taylor & Helfenbein 321).
Who defines the state spaces ? How does these spaces choose what place each particular group should be put it?
the meaning people make of them; this reflects an intentional focus of exposing
theoretical, as well as ethical, commitments in writing and representation but
the lessons here extend into our exploration of educational research and new
ways of thinking about school and society. Just as education doesn’t just happen
in Building 39 Room 110, there are limitless and different contexts of learners
interacting with the world, all with existing contingent on place and particularity.
Eric Zencey (1996) advocates for a shift toward “rooted education” that takes to
task what non-Black universities often perpetuate in the name of “multicultural
inclusiveness,” that being a “politics of placeless identity rather than a politics of
rootedness in place” ( 17). In a process of globalization, where space and time
appear to be compressed at dizzying rates, the “inferior” or “deficient” places (just
like “inferior” or “deficient” literacies) tend to be occluded or “corrected” through
spectacular abstraction and separation (Debord 1994). Identity—too often treated
as an abstraction—in scholarship that takes the production and productive nature
of space seriously, comes to the fore as part of a rhizomatic collection of forces.
The usefulness of Critical Geography to the study of educational foundation,
therefore, resides in the explicit call for study of the ways in which space, place,
power, and identity are already, always intertwined and at work.” (327)
At the dinner table at home my parents would always tell me to clean my plate because, “There are starving children in Africa that would kill for my meal.” It is a testament to how much globalization has informed us of other people’s problems halfway around the world. In your paper you seem to advocate for a change in how we practice education to a more local set of learning as it relates to our environment opposed to a broad knowledge of the entire world. Are you hoping make people more conscious of local problems in run down local neighborhoods so that they may provide a solid effort to fix them, or to escape the racism that has arisen from not knowing a place that is right down the street? Or, to go back to my original statement, are you trying to replace the “children in Africa” to the “children in Raleigh’s ghettos”?
and economically” (Lipman 2003, 28)."
What are some of the reasons that cause this separtion?
How much does location affect the ability of someone to learn, both in and out of the classroom?
To what extent is society bound to these discourses? Does the extent vary based on gender, race, or ethnicity?
My question is, does this excerpt saying that educators are only focusing on "abstraction" when teaching because the problems of globalization are "alien and occluded" to them? Or is this excerpt trying to say these educators are completely unaware of the "hidden spaces" and "hidden problems" of the globalization?
educations at suburban colleges and universities do not know but write about and
construct anyway. It is interesting and important for these students to have access
to this space, to have a place, at this HBCU situated next to the embassies of
Israel and China, and on the fringe of Cleveland Park with its multimillion dollar
homes (these places and spaces exist as abstractions to the students just as the
students exist as abstractions to these places and spaces). It is very troubling and
problematic, as their presence and access in this space is strictured and relegated
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in ways that mine, and that of others like me, is not (although rest assured that state
space strictures and relegates all within it). Often times, and increasingly more so
within the current manifestation of globalization, state space and its ideological
accoutrements puts us in our place and creates a way of knowing that puts us in
our space too."
I really enjoyed this excerpt, along with the entire article. As part of my business class I was told to attend a meeting of a Student Network Group, I happened to come across one called "Taste of Africa". This article really relates to the meeting I attended in which the main theme was "the danger of a single story", meaning it is harmful to African Americans that people on a global scale have prejudiced and stereotypical opinions about the African Americans as a whole and not as individuals. This really connects to what I heard at the meeting and the meeting provided me with a much better understanding of your article. My question is; why do people prejudice against certain races based on statistics or mere stereotypes? Individuals deserve their own story, not entire races.
My question is how does this quote relate to the Indigenous people, like those in the article "Indigenous resistance and racist schooling on the borders of empires: Coast Salish cultural survival" and the way children learned of their people's culture?
sense to Coast Salish people who continued to travel between villages for ceremonies
and to maintain the fabric of traditional cultural patterns."
Is this similar to any other culture you have researched?
racism, is apparent at times (and clear to this student), the ideology at work to
make suspects and subjects of women is nearly invisible due to the inattentiveness
to language and the inability to see simultaneous relation between sexuality, gender, race, and materiality."
To me, this is saying that gender discrimination is on the rise because people cannot simultaneously relate between gender, race, and materiality. How can this be if over the course of history women have steadily gained more and more responsibility as time has progressed? A few examples of this would be suffrage, ability to work in the workforce, and allowance of positions of leadership i.e deacons within a church.
To me what this says is we change the way we communicate to one another depending on where we are what kind of environment we are in.
or violence seem to be privileged by youth culture, and certainly are materially
more real (and even more appealing) than school and the possibilities it represents"
My question is, "How do we fix the way that our youth view schooling?"
How come women and people of color are affected? Is there anything that can be done to suppress the white male dominance?
What is the initial cause for this separation? I understand how the places become specialized and how identities get lost, but I am curious as to what influences what environments certain types of people end up in.
inclusiveness,”"
Would a non-Black university be a school that only Caucasians went to? And if so how would that be "multicultural inclusiveness"?
(Debord 1994, 120) where an idealized reality exists, one where Others’
identities get disconnected from communities, erased, negated, or articulated as
characterized by deficiency (i.e., deficient literacies, behavior, etc.). In vulgar
terms, these identities, places, and spaces get hidden. These trends typify the most
insidious quality of the current form of globalization, that is: an articulation of
ubiquitous, uniform, and systemically oppressive social scripts."
Is there a way to get rid of the standardization and bring about individuality instead?
Why did you specifically choose this college?
discourse, she interestingly points to the reality of 50 Cent’s story: “fact not fiction.”
Note that school appears nowhere in the social dynamic to which she refers.
Rhetorical questions and positionings, scripts rather, abound. What can a Black
man do or be? What is the “fact not fiction” of Black men in an urban environment?
Relationally, what does this mean for women? Spaces of entertainment
or violence seem to be privileged by youth culture, and certainly are materially
more real (and even more appealing) than school and the possibilities it represents.
In a certain sense all educators are implicated here. For instance, the following
questions could reasonably be asked and attendant actions scrutinized: Where are
the pathways/discourses to the nonpatriarchal and nonracist utopias educational
scholars profess at conferences and in academic journals? Who is committed to
living them and making them real? We might not like where this takes us, but the
sojourn is necessary.
How can we change the discourse to where it is more appealing to achieve our goals using the routes of school and education?
conceiving and perceiving.
Pages 321-322
What is "Critical Geography" and why is it so difficult to understand?
Is this excerpt asking whether or not place has an impact on education?
schooling and society, issues of gender, blackness, and the urban all come to the
fore."
What exactly is Critical Geography?
I am a bit confused by this quote. Is it saying that racism is it stating that racism is growing in today's world? If so, this can't possibly be true can it? Or is it presenting reasonings for the students somewhat racial writing?
What does it mean by a way of knowing to put us in our space? I have heard of the phrase put in your own place, but what does it mean by space?
Living in Virginia, I find this excerpt very accurate but strange. Though most of the violent crimes committed in DC, how is it possible to say white people don't commit crimes? Aside from theft, murder, etc., don't white people commit embezzlement, identity theft, fraud, etc.? I don't know if it's the fact that I live in the area, but I see many legal and white collar crimes on the front page.
There have been major social conflicts surrounding oppression of genders and race and while there have been changes made in society to prevent inequality and discrimination, rather unfair differentiation, society is not completely right, fair and unbiased to any differentiating trait. What is holding society back from not discriminating against minorities and why can society not move forward?
“…To the White residents, D.C. also seems to be this great place to live, but
if there are problems the reason it is going down hill is because of the minorities.
All the crime you usually see broadcasted on the news in our area are committed by
minorities. Like White people don’t commit crime.”
Is this really true of D.C., or are minority crimes what the media chooses to broadcast and focus on? What is the cause of this violent culture in minorities?
to this space, to have a place, at this HBCU situated next to the embassies of
Israel and China, and on the fringe of Cleveland Park with its multimillion dollar
homes (these places and spaces exist as abstractions to the students just as the
students exist as abstractions to these places and spaces). It is very troubling and
problematic, as their presence and access in this space is strictured and relegated
in ways that mine, and that of others like me, is not (although rest assured that state
space strictures and relegates all within it). Often times, and increasingly more so
within the current manifestation of globalization, state space and its ideological
accoutrements puts us in our place and creates a way of knowing that puts us in
our space too."
So basically what you're saying is that our physical place instills a certain mindset in us that predetermines our social place ("putting us in our place")? And that is why these multimillion dollar homes are abstract to the students who see them every day?
If Discourse relates to race, is it based off of past history or does it change over time when depicting how a certain race should act?
do. Don’t get me wrong, there are some beautiful places in D.C. to see such as
the museums, monuments, gardens, and other historic places. This is not D.C. as a
whole. This is a problem because leaving out important details is a lie; “lying by
omission”. To the White residents, D.C. also seems to be this great place to live, but
if there are problems the reason it is going down hill is because of the minorities.
All the crime you usually see broadcasted on the news in our area are committed by
minorities. Like White people don’t commit crime.
The media is usually controlled by white people, but is this why they only broadcast news of crimes committed by minorities? Are the media companies trying to leave out the people that typically watch news and make them feel isolated from all of the violence going on around them?
What does globalization discourse mean?
"Although the ideology that supports racism, and the conceptualization of racism, is apparent at times (and clear to this student), the ideology at work to make suspects and subjects of women is nearly invisible due to the inattentiveness to language and the inability to see simultaneous relation between sexuality, gen- der, race, and materiality."
What exactly is the ideology that supports racism? What does language have to do with sexuality? If racism is visible through different languages shouldn't sexuality be too?
as vehicles “that show people appropriate gender ideology as well as how to
behave toward one another” (18). In Social Linguistics and Literacies: Ideology
in Discourses, James Gee (1990) also forwards a useful definition:
Discourses are ways of being in the world, or forms of life which integrate words,
acts, values, beliefs, attitudes, social identities, as well as gestures, glances, body
positions, and clothes. A Discourse is a sort of identity kit which comes complete
with the appropriate costume and instructions on how to act, talk, and often write,
so as to take on a particular social role that others will recognize. (142)
Why does society have these set discourses that people are supposed to take on? Will you not be recognized as part of a particular group if you do not take on all of the parts of their discourse? As we talked about in class with why girls shave their legs and our only response was that it was expected socially. Why are the parts that make up these discourses socially expected? And how did society decide the parts of these discourses?
Why must the juxtaposition of the HBCU and embassys with multi-million dollar homes represent the differing cultures? This does not necessarily define boundaries of race, but more historical background. If these boundaries and differing senses of place and space have existed for so long, what can be done to break down these barriers, if anything?
Does the media portray this which leads to individual mindsets like this, or do individual mindsets lead to media portrayal of this?
What can be done about this, and does it hold true for black immigrants as well as black Americans?
My organization, The Black Panthers, held a rally and a food drive. . . . They would
not air it on the news. They didn’t want to show The Black Panthers doing positive
work. If we were involved in a shoot-out they would be first on the scene to expose
to the world our negative doings.
Could the media try to do a better job?
Connection to the other article- People are being held down because of where they stand. Not conforming to their standards and walking on pins and needles for them.
theoretical, as well as ethical, commitments in writing and representation but
the lessons here extend into our exploration of educational research and new
ways of thinking about school and society. Just as education doesn’t just happen
in Building 39 Room 110, there are limitless and different contexts of learners
interacting with the world, all with existing contingent on place and particularity."
Do individuals benefit from learning with certain environmental contingencies, such as in specifically designated atmospheres?
Can the racism against African-Americans really be compared to objectification of women? While they are relatable, I feel like they are still two different types of injustices.
of exploitation and oppression."
How can we change the oppressive social scripts into something that does not continue the trend of exploitation and oppression?
Does the location of were learning takes place really affect how people receive knowledge?
Question: Why is identity constantly considered an abstraction in a world where racism is so common? What exactly is Critical Geography and how is it driven to be connected with identity?
defines certain truths about itself and the way it puts together social power. This
means race, gender, and sexuality have ideological dimensions that work to organize
social institutions."
I'm still confused as to what exactly discourse means. What would be an example?
Crime is usually committed by those living in poverty. If minorities are the ones living in poverty in D.C., then can it truly be stated that the media's coverage of crimes committed by minorities in the area is due to racial and bias views?
How does globalization rob people of their self-determination? Globalization describes how the world is inter-connected and should not describe nor bring down an individuals determination nor self-interests or actions.
Are there no other way for a life to change than changing the place/space it exists in?
What exactly does he mean by "rooted education"? and would a non-black university be open to every race other than African Americans?
"Scholars of educative practice should have been paying attention and should know this, as the fallacy of transparent space has been deftly revealed (Reynolds 1998) and the crucial observation has been made that 'without articulating something, we have no competing discourse, no competing social production of space' (Payne 2005, 500)" (323).
How has globalization affected racial and gender issues?
accoutrements puts us in our place and creates a way of knowing that puts us in our space too" (Taylor & Helfenbein 321).
Why must we be put in our place? Who is to say that our space or place is one and not another? What defines these spaces and places?
Although racism is clearly more apparent, should the other categories be looked at as less important?
educations at suburban colleges and universities do not know but write about and construct anyway (Taylor and Helfenbein 320).
This is a very definite statement. Why do you believe some of these scholars do not extensively research this topic, going as far as sitting in on classes and extending out to personal lives?
What was meant by "control the discourse?" What should the city's role be in influencing culture?
what part of globalization is the cause of this change?
racism, is apparent at times (and clear to this student), the ideology at work to
make suspects and subjects of women is nearly invisible due to the inattentiveness
to language and the inability to see simultaneous relation between sexuality, gender, race, and materiality."
My question would be: If we are consciously trying to create "equal rights" for minority groups by providing them with special services, (scholarships as an example) isn't this still a form of racism? Is the goal equality for all or is it retribution for the past?