Race, Poverty, and Special Education
posted by Raj Kanani | 1:03 AM
|
0 comments
To the Motherland...
I'm taking a journey with my good friend, Sameer Sampat, to India. What exactly this journey is going to entail... your guess is as good as mine. Our inner voices will be our guide. (along with our handy-dandy Lonely Planet)
- Race, Poverty, and Special Education
- Start Blogging Again...
- Response to "Building Communities of Learners"
- Share N Care Thanksgiving
- Link to InSPIRE pics and Video
- Generalizing... not completely thought out
- Obama.... our only hope.
- Ready for a year in India!? Apply to Indicorps!
- Weddings...
- Separate Viewpoints
- May 2005
- August 2005
- September 2005
- October 2005
- November 2005
- December 2005
- January 2006
- February 2006
- March 2006
- April 2006
- May 2006
- June 2006
- July 2006
- August 2006
- September 2006
- October 2006
- November 2006
- December 2006
- January 2007
- February 2007
- March 2007
- August 2007
- September 2007
- November 2007
- February 2008
- January 2009
- March 2009
Links
Monday, March 30, 2009
Sunday, January 11, 2009
Start Blogging Again...
I would love to start blogging again... pretty sure I don't have the time... but even once a month. I love going back and reading these things... the best inspiration comes from oneself.
posted by Raj Kanani | 12:24 PM
|
0 comments
Monday, February 04, 2008
Response to "Building Communities of Learners"
Here's a "Response Paper" that I wrote to Sudia Paloma's Building Communities of Learners:
In the Afterword, Jim Cummins calls Building Communities of Learners a “dangerous book because it exposes the structures of disempowerment that masquerade as ‘normal’ patterns of interaction between schools and culturally diverse communities” (Paloma, 1994). The ideas suggested in this book put the members of the dominant community into an uncomfortable situation because it challenges their “all-knowing” dominant position and many of the assumptions they have about education. Strong counterevidence is provided to rebuke the six assumptions that form the basis of the “deficit model” that basically states that there is something WRONG with the parents of culturally diverse students that impedes their children’s academic success. This book turns this model on its head and actually emphasizes that culturally diverse parents, communities and students are necessary and valuable contributors of knowledge!
The second reason that this is a dangerous book is because of the vision and strategies of transformative education that are encompassed in this book. It is the type of education that will lead to the development of critical and confident students with the skills and problem-solving abilities to challenge the injustice-laden dominant system.
As a developing teacher for a more just, sacred and sustainable world, it is essential for me to understand and be confident in the vision and strategies described.
Parents are “also teachers” and they have “graduated from the university of life” (Ada). As a teacher, I must realize this and have this as the basis of my interactions with parents and communities. Parents and communities need to be seen as contributors of understanding and knowledge in the educative process. This means accepting that there are ALTERNATE forms of knowledge. This means understanding that the parent is the first teacher of their children. This means validating the students’ background and their composite of knowledge, as Paloma states, “Teachers must also help students recognize the value of the knowledge they already possess and that not all knowledge is gained through books and formal schooling.”
How can a teacher include parents’ and communities’ understanding and knowledge? The teacher can use the powerful tool of participatory research to value parents’ knowledge and to get to better know the community they are working with. Welcoming parents to come into the classroom and creating spaces and structures where they can actually contribute (not just observe) is also an inclusive strategy. In the book, Paloma writes about a Back to School night, where the teacher explicitly communicates with parents that they are valued, shows them they are valued by having family pictures on the wall, and describes ways that they can participate in the classroom. This means that the class structure should predominantly have a learning center structure so parents can actively contribute. Another strategy for valuing and including parents’ knowledge and experiences that Paloma writes about extensively is the co-authorship of books.
Paloma exclaims the importance of co-authorship of books: “When human beings are presented with the possibility of writing about their world in the way they see it and describe their experiences as they live them, they become more involved in their own learning and are better equipped to transform their own lives.” When teachers facilitate the process of parents and their children coming together to co-author their own books, this acknowledges and values the contribution and knowledge of the parents and their culture. It shows the parents that they do have a very significant place in the education of their children instead of being intimidated by the institutional education system. Also, it validates the parents’ experiences and history and gives them a new sense of pride
The child’s literacy development and self-esteem is also supported by family writing support. Many times these ELL children are struggling with reading the core curriculum texts. The teacher has to be constantly thinking of innovative ways just to motivate them and make it appear as if the subjects they are reading about are relevant to their lives. Many times, the children do not have the background knowledge and personal connection to the text. However, when texts are created by their families, “teaching becomes easier” (Paloma, 1994) because the story is about the children themselves, their families, their history, and their culture. This type of curriculum, which is multicultural and culturally-relevant in nature, is already “intrinsically motivating.”
Not only does co-authorship of books help support children’s literacy, it also supports their ability to research and discover. The children become researchers of their own histories! They take the research questions home and must interview their parents and/or other members of the family and community to gather the necessary information and stories. At the same time, teachers are also using co-authorship of books as a tool for their own research! They are able to learn more about the families and communities that they are working with.
Paloma provides many wonderful themes for student, family, and community books including “Our Family History,” “Words of Advice from Our Parents,” “The Wise One,” “Families as Protagonists of Their Own Stories,” and “Families as Problem-Solvers Through Struggle and Change.” One theme that I plan on using in my student teaching placement is “Childhood Memories” which is a combination of two of Paloma’s themes, “Childhood Friendships” and “Teachings from my Childhood Community.” I see so many benefits in using this theme. The children get a sense of what it was like when their own parents were children, and what type of environment they grew up in. Children can relate to it because they are going through their own childhood as well. For parents, “through reflection, parents relive their childhood and discover the inner child that has been buried for self-protection and survival” (Paloma).
In my current placement, we are beginning a thematic unit of study called “When Cultures Meet.” The fourth grade class is made up of six Mien students, one African-American student, and sixteen Latino students. By comparing their own childhood experiences with the childhood experiences of their parents, they will realize how their family’s culture has changed over time as it has blended with other cultures. We started the unit with the students writing about what their culture means to them and what they like and dislike about it. This was to assess our starting point. Then, we used a KWL to brainstorm what the students already know about “What cultures consist of?” and “What can happen when cultures meet?” Literature selections of negative and positive consequences of the meeting of cultures will be used. For the co-authorship process, in class for four consecutive days, the students will be given one writing prompt each day pertaining to their childhood. For example, “Describe your neighborhood. What do you like about your neighborhood? What do you dislike? Where do you go for fun?” They will write about it in class, and then they will take the same prompt home and ask their parents the question except it would pertain to their parents’ childhood. Three or four separate prompts like this will be given where the students write about it, and then ask their parents about it. As they collect all of these writings, they will compile it in a book that compares their childhood to their parents’ childhood.
Reading this Building Communities of Learners and reflecting on it brought me back to the true reasons why I want to be a teacher. In my application essay, I wrote:
I want to learn how to teach a class of thirty, but still take into account the diversity and individuality of each student. I expect to develop the ability to create a classroom culture where students are encouraged and feel comfortable expressing their genuine thoughts, feelings, and questions. I would like to explore the real relevance of all the subject material in the students’ lives.
This book and what we have explored in this course have addressed those desires. When I was reading about the Back to School anecdote, I was actually on the verge of tears. It was a combination of seeing the incredible potential that teachers have as facilitators and community-builders, but at the same time it reminded me of how much damage today’s schooling is actually doing. Being aware of the damage, but also being aware of the potential which is vividly depicted in Building Communities of Learners is my motivating factor as an educator.
In the Afterword, Jim Cummins calls Building Communities of Learners a “dangerous book because it exposes the structures of disempowerment that masquerade as ‘normal’ patterns of interaction between schools and culturally diverse communities” (Paloma, 1994). The ideas suggested in this book put the members of the dominant community into an uncomfortable situation because it challenges their “all-knowing” dominant position and many of the assumptions they have about education. Strong counterevidence is provided to rebuke the six assumptions that form the basis of the “deficit model” that basically states that there is something WRONG with the parents of culturally diverse students that impedes their children’s academic success. This book turns this model on its head and actually emphasizes that culturally diverse parents, communities and students are necessary and valuable contributors of knowledge!
The second reason that this is a dangerous book is because of the vision and strategies of transformative education that are encompassed in this book. It is the type of education that will lead to the development of critical and confident students with the skills and problem-solving abilities to challenge the injustice-laden dominant system.
As a developing teacher for a more just, sacred and sustainable world, it is essential for me to understand and be confident in the vision and strategies described.
Parents are “also teachers” and they have “graduated from the university of life” (Ada). As a teacher, I must realize this and have this as the basis of my interactions with parents and communities. Parents and communities need to be seen as contributors of understanding and knowledge in the educative process. This means accepting that there are ALTERNATE forms of knowledge. This means understanding that the parent is the first teacher of their children. This means validating the students’ background and their composite of knowledge, as Paloma states, “Teachers must also help students recognize the value of the knowledge they already possess and that not all knowledge is gained through books and formal schooling.”
How can a teacher include parents’ and communities’ understanding and knowledge? The teacher can use the powerful tool of participatory research to value parents’ knowledge and to get to better know the community they are working with. Welcoming parents to come into the classroom and creating spaces and structures where they can actually contribute (not just observe) is also an inclusive strategy. In the book, Paloma writes about a Back to School night, where the teacher explicitly communicates with parents that they are valued, shows them they are valued by having family pictures on the wall, and describes ways that they can participate in the classroom. This means that the class structure should predominantly have a learning center structure so parents can actively contribute. Another strategy for valuing and including parents’ knowledge and experiences that Paloma writes about extensively is the co-authorship of books.
Paloma exclaims the importance of co-authorship of books: “When human beings are presented with the possibility of writing about their world in the way they see it and describe their experiences as they live them, they become more involved in their own learning and are better equipped to transform their own lives.” When teachers facilitate the process of parents and their children coming together to co-author their own books, this acknowledges and values the contribution and knowledge of the parents and their culture. It shows the parents that they do have a very significant place in the education of their children instead of being intimidated by the institutional education system. Also, it validates the parents’ experiences and history and gives them a new sense of pride
The child’s literacy development and self-esteem is also supported by family writing support. Many times these ELL children are struggling with reading the core curriculum texts. The teacher has to be constantly thinking of innovative ways just to motivate them and make it appear as if the subjects they are reading about are relevant to their lives. Many times, the children do not have the background knowledge and personal connection to the text. However, when texts are created by their families, “teaching becomes easier” (Paloma, 1994) because the story is about the children themselves, their families, their history, and their culture. This type of curriculum, which is multicultural and culturally-relevant in nature, is already “intrinsically motivating.”
Not only does co-authorship of books help support children’s literacy, it also supports their ability to research and discover. The children become researchers of their own histories! They take the research questions home and must interview their parents and/or other members of the family and community to gather the necessary information and stories. At the same time, teachers are also using co-authorship of books as a tool for their own research! They are able to learn more about the families and communities that they are working with.
Paloma provides many wonderful themes for student, family, and community books including “Our Family History,” “Words of Advice from Our Parents,” “The Wise One,” “Families as Protagonists of Their Own Stories,” and “Families as Problem-Solvers Through Struggle and Change.” One theme that I plan on using in my student teaching placement is “Childhood Memories” which is a combination of two of Paloma’s themes, “Childhood Friendships” and “Teachings from my Childhood Community.” I see so many benefits in using this theme. The children get a sense of what it was like when their own parents were children, and what type of environment they grew up in. Children can relate to it because they are going through their own childhood as well. For parents, “through reflection, parents relive their childhood and discover the inner child that has been buried for self-protection and survival” (Paloma).
In my current placement, we are beginning a thematic unit of study called “When Cultures Meet.” The fourth grade class is made up of six Mien students, one African-American student, and sixteen Latino students. By comparing their own childhood experiences with the childhood experiences of their parents, they will realize how their family’s culture has changed over time as it has blended with other cultures. We started the unit with the students writing about what their culture means to them and what they like and dislike about it. This was to assess our starting point. Then, we used a KWL to brainstorm what the students already know about “What cultures consist of?” and “What can happen when cultures meet?” Literature selections of negative and positive consequences of the meeting of cultures will be used. For the co-authorship process, in class for four consecutive days, the students will be given one writing prompt each day pertaining to their childhood. For example, “Describe your neighborhood. What do you like about your neighborhood? What do you dislike? Where do you go for fun?” They will write about it in class, and then they will take the same prompt home and ask their parents the question except it would pertain to their parents’ childhood. Three or four separate prompts like this will be given where the students write about it, and then ask their parents about it. As they collect all of these writings, they will compile it in a book that compares their childhood to their parents’ childhood.
Reading this Building Communities of Learners and reflecting on it brought me back to the true reasons why I want to be a teacher. In my application essay, I wrote:
I want to learn how to teach a class of thirty, but still take into account the diversity and individuality of each student. I expect to develop the ability to create a classroom culture where students are encouraged and feel comfortable expressing their genuine thoughts, feelings, and questions. I would like to explore the real relevance of all the subject material in the students’ lives.
This book and what we have explored in this course have addressed those desires. When I was reading about the Back to School anecdote, I was actually on the verge of tears. It was a combination of seeing the incredible potential that teachers have as facilitators and community-builders, but at the same time it reminded me of how much damage today’s schooling is actually doing. Being aware of the damage, but also being aware of the potential which is vividly depicted in Building Communities of Learners is my motivating factor as an educator.
posted by Raj Kanani | 3:17 AM
|
0 comments
Sunday, November 25, 2007
Share N Care Thanksgiving
So, on Thanksgiving Day, Sameer's dad, Kiran Uncle planned a "Share N Care" day in SF. We got together in the morning at the Sampat household and made about 70 bag lunches... and then we all met up at Union Square in SF. For about an hour, we went around, and passed out lunches, and also warm clothing to those living on the streets. Along with this, we had a "Free Hugs" sign, a couple of "SMILE" signs, and a couple of "Happy Thanksgiving" signs.
The mood out there on the streets was super-festive! There were lots of orgs and individuals that were giving out free stuff, and in general, spreading the happy vibes. There were homeless peeps carrying around huge bags of goodies! And on this day... where it seemed like everyone had enough food and all.... it seemed like the "Free Hugs" were in the highest demand. Right when Sowmya and her sister, Dipti, came... I knew that they were the rights ones to carry the sign!!! Myself, Kev, and Nealu... all with our unshaven, scruffy looking faces were probably not the right trio to be giving out free hugs.... and soo, the free hugs were a hit.
We ended up running out of food real fast. My favorite moment came when a man from across the street, yelled, "So, what you guys giving out?" and he was probably thinking that he could get some food or clothing, or sumthing. But, we had none left. So, we put up the "Free Hugs" sign.... and from across the street, this burly black man, gave an "air hug" and I returned his flying hug with one of my own. It was one of those moments that if you added some inspirational music... it would have become a YouTube hit. =P
Haha.. Nealu kept reminding us at how this experience would be so much more inspirational if we actually had the inspirational music playing in the background as we DID the deeds versus just putting it as background music on to the slideshow, afterwards. Haha.. not a bad idea... maybe next time we have a boombox with us?
For me, these days are all about connecting with those people that we walk by everyday. We're so busy in our bubbles and our lives... that our interconnections with every human being just go by without being noticed. They are always there... and they can be a true source of goodness, inspiration, motivation, and harmony. It's bout connecting with those that have been oppressed but also those that are deemed as "fortunate".
Here's the slideshow Kiran Uncle made from the day - http://www.photoshow.com/watch/VS6gC6yK
And here's the famous Free Hugs video -
http://www.youtube.com/watch?v=9r7DYUlDuoM
The mood out there on the streets was super-festive! There were lots of orgs and individuals that were giving out free stuff, and in general, spreading the happy vibes. There were homeless peeps carrying around huge bags of goodies! And on this day... where it seemed like everyone had enough food and all.... it seemed like the "Free Hugs" were in the highest demand. Right when Sowmya and her sister, Dipti, came... I knew that they were the rights ones to carry the sign!!! Myself, Kev, and Nealu... all with our unshaven, scruffy looking faces were probably not the right trio to be giving out free hugs.... and soo, the free hugs were a hit.
We ended up running out of food real fast. My favorite moment came when a man from across the street, yelled, "So, what you guys giving out?" and he was probably thinking that he could get some food or clothing, or sumthing. But, we had none left. So, we put up the "Free Hugs" sign.... and from across the street, this burly black man, gave an "air hug" and I returned his flying hug with one of my own. It was one of those moments that if you added some inspirational music... it would have become a YouTube hit. =P
Haha.. Nealu kept reminding us at how this experience would be so much more inspirational if we actually had the inspirational music playing in the background as we DID the deeds versus just putting it as background music on to the slideshow, afterwards. Haha.. not a bad idea... maybe next time we have a boombox with us?
For me, these days are all about connecting with those people that we walk by everyday. We're so busy in our bubbles and our lives... that our interconnections with every human being just go by without being noticed. They are always there... and they can be a true source of goodness, inspiration, motivation, and harmony. It's bout connecting with those that have been oppressed but also those that are deemed as "fortunate".
Here's the slideshow Kiran Uncle made from the day - http://www.photoshow.com/watch/VS6gC6yK
And here's the famous Free Hugs video -
http://www.youtube.com/watch?v=9r7DYUlDuoM
posted by Raj Kanani | 12:53 AM
|
1 comments
Wednesday, November 21, 2007
Link to InSPIRE pics and Video
Here's the link to InSPIRE 2007 pics - http://picasaweb.google.com/2007.InSPIRE
Here's the link to the promo video - http://www.youtube.com/watch?v=rxIfOhPCCJI
Here's the link to the promo video - http://www.youtube.com/watch?v=rxIfOhPCCJI
posted by Raj Kanani | 2:30 PM
|
0 comments
Generalizing... not completely thought out
Some generalizations:
The West believes in the possibility of the perfection of systems and institutions so individuals can fulfill their material goals which will lead to happiness.
The East believes in the possibility of the perfection of individuals so a larger community can fulfill its spiritual and material goals which will lead to happiness.
The West believes in the possibility of the perfection of systems and institutions so individuals can fulfill their material goals which will lead to happiness.
The East believes in the possibility of the perfection of individuals so a larger community can fulfill its spiritual and material goals which will lead to happiness.
posted by Raj Kanani | 2:25 PM
|
0 comments
Obama.... our only hope.
You know... I don't really know THAT much about Obama. I've seen him in the recent debates and heard his recent speeches. I haven't picked up his book yet. I know bout his life... and how he's biracial, and raised by a single mom, and spent part of his childhood abroad, and he just quit smoking, and basically..... he was a normal American... world citizen. Which makes me believe that for once, there is a politician that is in touch with reality. I know that he's worked as a community organizer. I know that he may not be the best politician, but he stands for ideals.
I have hope that if he gets elected, America will no longer be the laughing-stock of the world.
I have hope that if he gets elected, our economic relations with other countries will become more equitable.
I have hope that if he gets elected, he will approach our relationships with our so-called 'enemies' in a honorable manner. He will actually engage in dialogue, and not create more enemies.
I have hope that if he gets elected, it will be a small victory for the traditionally oppressed.
I have hope that if he gets elected, America could become a leader in the evolution of the entire world to a more peaceful, harmonious community.
I have hope that if he gets elected, ego and brashness will take a backseat to humility and honest inquiry.
I have hope that if he gets elected, those that have lost hope... will regain it.
Hillary, nor any of the other candidates that have a shot at winning (including the Republicans), give me any hope whatsoever.... other than... more of the same.
My backing... VOTE FOR OBAMA!
http://www.huffingtonpost.com/sam-sedaei/obama-americas-best-hop_b_73480.html
http://www.barackobama.com/index.php
I have hope that if he gets elected, America will no longer be the laughing-stock of the world.
I have hope that if he gets elected, our economic relations with other countries will become more equitable.
I have hope that if he gets elected, he will approach our relationships with our so-called 'enemies' in a honorable manner. He will actually engage in dialogue, and not create more enemies.
I have hope that if he gets elected, it will be a small victory for the traditionally oppressed.
I have hope that if he gets elected, America could become a leader in the evolution of the entire world to a more peaceful, harmonious community.
I have hope that if he gets elected, ego and brashness will take a backseat to humility and honest inquiry.
I have hope that if he gets elected, those that have lost hope... will regain it.
Hillary, nor any of the other candidates that have a shot at winning (including the Republicans), give me any hope whatsoever.... other than... more of the same.
My backing... VOTE FOR OBAMA!
http://www.huffingtonpost.com/sam-sedaei/obama-americas-best-hop_b_73480.html
http://www.barackobama.com/index.php
posted by Raj Kanani | 1:14 PM
|
0 comments
Tuesday, September 25, 2007
Ready for a year in India!? Apply to Indicorps!
What are you willing to do for CHANGE?
APPLY NOW to the Indicorps Fellowship at http://apply.indicorps.org. Applications are now available for fellowship classes starting January and August 2008. Prospective fellows must be of Indian origin with a college degree or five years equivalent work experience. Visit www.indicorps.org to learn more about Indicorps, the Indicorps Fellowship program, or other grassroots service opportunities.
APPLY NOW to the Indicorps Fellowship at http://apply.indicorps.org. Applications are now available for fellowship classes starting January and August 2008. Prospective fellows must be of Indian origin with a college degree or five years equivalent work experience. Visit www.indicorps.org to learn more about Indicorps, the Indicorps Fellowship program, or other grassroots service opportunities.
posted by Raj Kanani | 12:54 PM
|
0 comments
Monday, August 27, 2007
Weddings...
FREMONT, CA - I haven't posted in a while.. but I thought I would just post some thoughts.
My cousin just got married this past weekend... and about a month ago, another cousin got married, and in a couple weeks, another cousin is getting married. Soo.. I've been going to a lot of weddings, lately.
And I love all the events of the Indian wedding.. mehndhi, garba, grashanti, wedding, reception.. everything. I have an absolute blast... But, some things have started to really bother me
- how much WASTE is created at these huge events - the amount of paper products that are used, the amount of styrofoam cups used, the amount of food wasted, the amount of just EXTRA stuff that gets thrown away is ENORMOUS!
- how much SODA is consumed. Every event has Coke, Pepsi, etc. It's not good for your health. These companies are known for exploitative infractions all over the world. What about the healthier alternatives?
- food - let's start getting creative with healthier alternatives!
Soo... the main thing that irks me is the first one - the waste. It's like, because we want to have all this fun, it's okay to destroy the Earth. Now, I'm not saying - "let's not have fun." I'm saying... let's figure out ways of having fun WITHOUT destroying the Earth.
My cousin just got married this past weekend... and about a month ago, another cousin got married, and in a couple weeks, another cousin is getting married. Soo.. I've been going to a lot of weddings, lately.
And I love all the events of the Indian wedding.. mehndhi, garba, grashanti, wedding, reception.. everything. I have an absolute blast... But, some things have started to really bother me
- how much WASTE is created at these huge events - the amount of paper products that are used, the amount of styrofoam cups used, the amount of food wasted, the amount of just EXTRA stuff that gets thrown away is ENORMOUS!
- how much SODA is consumed. Every event has Coke, Pepsi, etc. It's not good for your health. These companies are known for exploitative infractions all over the world. What about the healthier alternatives?
- food - let's start getting creative with healthier alternatives!
Soo... the main thing that irks me is the first one - the waste. It's like, because we want to have all this fun, it's okay to destroy the Earth. Now, I'm not saying - "let's not have fun." I'm saying... let's figure out ways of having fun WITHOUT destroying the Earth.
posted by Raj Kanani | 7:35 AM
|
1 comments