final personal essay (5)

Course Reflection:

What have you learned in our class about the importance of knowing the complete history of America and its connection to learning to honor and celebrate difference?

“Some of us are men, some are women. Some are gay, some are straight. Some are young, some old. Some are Christian, some Jewish, some Muslim, Hindu, Buddhist, and some atheist. [Some of us are black, some brown, and some white.] Some of us are short, and others tall. Some right-handed, some left-handed, some disabled. We have lots of differences; we are all unique. But deep down inside us, down in our DNA, we are 99.9 percent the same. And I believe we need to remember that” (White, This I Believe).

I can only agree with what Sherri White has frankly expressed. For me, living in a pluralistic society does not mean ignoring our differences nor does it mean being disrespectful to and taking for granted our privileges and blessings. Rather, living in a pluralistic community, to me, translates into the need for an appreciation and acceptance of my fellow neighbor's existence and well-being as well as the necessity of continually advocating for justice. I strongly believe that Dr. Weems' course (especially through her imagination-intellect theoretical framework) has encouraged deep introspection and reflection from my classmates and I. It has been a truly rich and memorable experience—one whose lessons I cannot imagine myself forgetting.

Throughout my readings and our classroom discussions, I was constantly being reminded of several incontrovertible facts—namely that I have been living a sheltered and disengaged lifestyle and have been doing so as a result of privilege and fear. (It was no coincidence that I selected racial FEAR as the topic of my mid-semester oral presentation. Consequently, I have been changed cognitively and behaviorally because of it). It seems that I have always sort of assumed that mom and dad would pay for my college tuition or that there would always be a hot meal waiting for me when I got home from school or work. To me, those were trivial matters and nothing that concerned me. How naive I was to think that those same luxuries are what rips apart dreams and infiltrates the daily lives of millions in our global community. In my attempt last year to live in solidarity with those people who are impoverished and marginalized, I struggled mightily. My monthly stipend was gone before I knew it and my daily struggles of teaching & advising predominantly black and Latino/a adolescents became rather severe (to the point where I had shooting pain up and down my forearms!). Needless to say, teaching for the first time in an urban school setting stretched me in such a manner that I finally realized how utterly blessed I had been my entire life.

I have also been reminded throughout the span of this course that I continually contribute to pre-conceived notions and stereotypes regarding the gender, race, and sexual orientation of both friends and strangers that are lodged in my mind someplace. I recall one student's response to teachers who wish to get to know their students fairly early on in the school year: “It's easy to assume things about a student based on their neighborhood or their race and class—like if you're black, 'You like basketball, huh?' They say, 'You don't talk like someone from Harlem.' We don't' have to be reminded by you of what the stereotypes are. ~ Vance” (Cushman, 6). I'm still not sure why it has become extremely difficult for me to eliminate these constructs. Maybe they provide me with a sense of controlling the unknown or maybe the media has offered these prejudices up and I have accepted? Whatever the case may be, I am committed to permanently upending them as well as allowing for those men, women and children that I encounter to define who they are and what they stand for. I have been challenged and supported in this endeavor by both my professor and classmates this semester.

Speaking of classmate/teacher support, there is another dimension of my classroom experience that I would like to entertain—namely my initial reluctance to speak up in class about controversial issues followed by my gradual progression towards feeling more comfortable sharing my values and convictions with my professor and peers. Once again, I am reminded of a student from Cushman's Fires in the Bathroom whose low self-esteem is exposed every time she makes herself vulnerable: “When I don't know the material, I don't even ask questions...I don't want people to hear me talk because I don't people to notice me. I have this fear that people judge me for every little thing. I stutter when I'm nervous, so it's a big thing for me, or I'll say a word wrong ~ Lauraliz" (Cushman, 87). This did (and does) describe me as a student—someone who was more often than not hesitant to speak up out of fear of teacher or peer ridicule. I hate(d) being wrong or incorrect! I strongly believe that this class (classmates included) have challenged me to grow in this arena. There was one recent class when two students were presenting their final project, and one of the male students (who was role-playing as a pregnant teenager) asked if anyone thought “her” having an abortion was immoral. I immediately raised my hand and realized that I was the only one that had. What developed next were a series of exchanges between the professor, the presenting students, another classmate and myself. I feel as if I exposed myself but later realized that I had gained a lot more insight into the matter than if I had decided to keep my hand down. I have always had immense respect for Rosa Parks for her ability to fight for justice; I will use her story and her witness as personal inspiration.

Those were some major areas of my own personal life experience that I believe were exposed, challenged and transformed during this past semester. For those encounters, I am grateful and hope that I will continue to challenge my racist tendencies as well as continue to step outside my comfort zones. I believe that some of the greatest growth occurs when we are pushed to our limit and initially feel insecure. It is my wish that I will continue to be placed in those situations and to handle it with care and caution. That being said, I would like to conclude with a seemingly novel, but truthful quote from a high school student regarding the actual history of Thanksgiving and the real relationship between the Native Americans and the Anglo-Saxons: "When you hear the story of the Pilgrims, it seems like they came, they were hungry, the Indians helped them. There was Thanksgiving, it was all nice. When my old teachers would tell it, I wouldn't understand why the Pilgrims would hate the Indians if they gave them food. But my teacher explained how the Pilgrims resented the Native Americans for helping them. It was a matter of white pride, Christian pride, jealousy, envy--human emotions and motives. That connected it to me. I could identify. History still affects us; people who were once in conflict had children ~ Vance" (Cushman, 141). I am (we are) that/those child(ren) and it is our conflict, our fight now. I hope someone, I hope I will respond.

color commentary plus q & q (cushman ch.9-end) (5)

In her final three chapters, Kathleen Cushman concludes with a treatise what it means and how to cope when students AND teachers fail in their respective roles. She does so by pointing out the reasons why both parties fail (i.e. giving up on students, ineffective instruction, lack of confidence). Chapter 10 concerns those ways in which educators can utilize distance learning (i.e. community cleanup, internships, summer & enrichment programs) to allow for their students to create their global classroom and more importantly, constant learning. In addition to providing interviewee biographies and teacher resources, Kathleen finishes her masterpiece by helping her audience realize that YOUR students have the same concerns and attitudes about education and should be listened to when so often they are ignored.

essential quotations:

"I am one of the students that's in the crowd that teachers don't notice. I'm not liked and not disliked. It feels safer. I don't want to have people think I'm needy and I don't want to talk unless I'm sure I have the answer right. ~ Lauraliz" (Cushman, 163).

[This response is intriguing to me, especially since I hope to be a professional counselor someday. I cannot emphasize enough the importance of the relationship between the faculty and counseling department. Students are real people with real physical, emotional, and spiritual needs--not just academic. While it may be difficult to help others like Lauraliz as they journey through school, it is crucial that staff members provide the resources for them to take at their leisure.]

"Relax and take your mind off school for a while. Think about the kids: We need you, we want to get out of school and become someone. [Try to] stay organized but relaxed. ~ Montoya" (Cushman, 171).

[Where the wisdom comes from I will never know? It's incredible how some young people have such a grip on their life, but that's just it. Educators fail to give their students enough credit! I had two students who approached me after a difficult class one afternoon last year. They were concerned about the classroom atmosphere and about a particular student. They knew I was struggling and needed some help. They were probably 9-10 years younger than me. I cannot recall exactly what they shared with me that day, but I remember being humbled.]

"One problem with teachers is they want to be crusaders, they're so gung ho--'I'm going to go to their house, together we can do that, Billy, together we can do it!" And then if that doesn't work they feel like failures, they get depressed because they didn't save that one kid, and so the twenty others suffer. Because all the energy is exerted on that one kid--you invest so much energy, and your drive, your determination, your love for the job is all spent on one student. ~ Vance" (Cushman, 171).

[I suffer from this tendency/problem, but I am aware of it, which I believe is a step in the right direction. I've always had that "I'm gonna save the world" mentality, but I've learned to be more realistic, which is why I have adopted, in my opinion, a better slogan, "think global, act local." Vance is a very perceptive student who educators/counselors need to hear from or else we will be no good to no one.]

"You want [kids] to find themselves, and not everyone is going to find themselves in the classroom. So you want to open as many doors as you can. ~ Latia" (Cushman, 175).

[Amen. This is so well-said I have nothing to add. Number one goal for educators = provide a safe, learning environment for students who have a right to a quality education. You are (I am) not their parent/guardian and I can never be that for them, which can be difficult.]


"As every [good & experienced] educator knows, good teaching entails far more than basic intelligence and knowledge. It requires the courage to look honestly at what is and imagine what could be. It requires the humility to admit one's own mistakes and to keep trying. It requires empathy, to hear and feel what someone else is experiencing. And it takes genuine curiosity about people and ideas. In fact, good teaching looks a great deal like learning" (Cushman, 184).

[I think I may put this series of statements above my desk when I become a school counselor. What a pledge for every educator to live by! I've seen and heard of some of the least intelligent/articulate people become some of the most impressionable and successful educators. Those four qualities that Cushman mentions--courage, humility, empathy, and genuine curiosity--are the ingredients that we all need to make our lives and professions sweeter.]


critical questions:

question #1: Cushman cites that "three out of five [teachers] leave the profession in their first five years" (162). If this is true, what could explain this concerning phenomenon? Is there anything a particular school's administration or board of trustees can do to try and ratify this trend? If so, what? If not, why not?

question #2: Why are educators paid so little? Are not there responsibilities tremendously important? Considering the amount of money celebrities and star athletes make, the economic hierarchy seems to be a little backwards, no?

color commentary plus q & q (cushman ch. 6-8) (5)

In chapters six through eight, Cushman delves into the pressing issues of student motivation/boredom, stretching student's minds through active learning, and students who experience English as a second language. I think she tackles a difficult educative loop-hole (as referenced by the subtitle of Chapter 6: "just saying you need to pass math isn't enough. show me how knowing Pi is worth something") when she asks students about what keeps them motivated and focused during their tenure as high school students. Don't get me wrong. It was comforting to hear that these students understand the importance of a good education and appreciate a passionate and empathic teacher, but there is still a bit of a adult-teen maturity gap that exists. On the subject of teaching students' difficult material that seems to surface in the spring semester in most classes, Cushman and her interviewees are clear in their assessment that unless the teacher is patient and willing to present course material in different forms (i.e. visual aids), then individual frustration for both parties is inevitable. There is also an emphasis on appropriately utilizing alternative media resources (vs. textbooks) during class sessions, so as to allow students to make more practical applications to class lessons. Throughout Chapter 8, Cushman is focused on the obstacles that exist between student whose primary language is not English and those teachers who have one or more ESL students in their classes. Cushman and her interviewees provide a whole host of ideas and suggestions for what can be done to combat this initial disadvantage.

essential quotations:

"When you hear the story of the Pilgrims, it seems like they came, they were hungry, the Indians helped them. There was Thanksgiving, it was all nice. When my old teachers would tell it, I wouldn't understand why the Pilgrims would hate the Indians if they gave them food. But my teacher explained how the Pilgrims resented the Native Americans for helping them. It was a matter of white pride, Christian pride, jealousy, envy--human emotions and motives. That connected it to me. I could identify. History still affects us; people who were once in conflict had children ~ Vance" (Cushman, 141).

[I am constantly amazed by what children and teenagers say. I am reminded of the late 90's show Kids Say the Darnedest Things with host Bill Cosby! Yet as much as what they say can be humorous, they get it! Young people want to know the truth and when they find out that someone has been telling them the wrong information, they get upset. I am even thinking about my own classmates who became emotional when they started reading the true account of US history for the first time in their lives.]

"My teacher asked us: What does 'ghetto' mean to you? I thought it was like kids from Oakland, but she told us it was about Jews. Also I used to think black people were all drug dealers, but my history teacher said: "Have you ever thought about how much people [went through] to get here?" It made me change the way I thought about them ~ Veronica" (Cushman, 126).

[I selected this quote for the reason that I constantly need to have my assumptions challenged (which they have been). I am incredibly naive and have lived an extremely sheltered life. I also have some racist tendencies that usually only remain in my thoughts, but I often consider their origin.]

"We had to choose someone who was famous or had done something interesting and write a paper about them. I really wanted to write about Eminem, so I got all my info on him and looked for anything else I could find on the computer. After all that, my teacher told me what I had wasn't enough or good enough to write a whole paper, so I had to do someone else, and the paper end up really bad. I don't think any of my teachers like Eminem, and they didn't want me to write about him ~ Diana" (Cushman, 116).

[To squash a young person's passion, idea or dream is crippling--whether it is a school assignment or something bigger. When I was teaching a 9th grade keyboarding class last year, I asked my students to put together a power point presentation on a famous figure in history, sports, or pop culture. Many of my students chose controversial musical artists, and I toyed with the idea of letting them research those figures. Then I thought 'if they're excited about learning more about their favorite artist and they're learning how to do research in the process, then what the heck...let them do it! plus, who am I to say that that individual is not worthy of the fame and fortune that they've been blessed?]

"In seventh grade my grades started slipping. I noticed I had a lot more freedom, and I stopped doing my work. But they kept on passing me, even though I wasn't doing anything. It's not like it was about my learning, it was about moving us through to high school. I hated that. ~ Andres" (Cushman, 108).

[I think these five short sentences may sum up part of my first year of graduate school! Isn't it true though? From parents to teachers to the Board of Education, the grades become the ends-all-means-all. I have personally suffered from this attitude, as I have always tried to get the approval of my mother by getting all A's all the time. If I brought home a B (or Heaven forbid, a C), I was criticized and felt ashamed. I'm with you Andres and I hope more students can understand the true purpose of a quality education.]

"If you don't have a patient teacher, it's bad. If the teacher can't make you understand, he gives up on you and stops trying. ~ Rafael" (Cushman, 157)

[In my opinion, this is one of most egregious cardinal sins that any educator can make--namely giving up on a student. Of course, patience is a virtue and needs to be acquired over time, but it is a worthy trait to attain. If you lose hope in a student and they realize that, then you've lost him or her forever.]


critical questions:

question #1: With this new age of technology upon us, why do you think it may be important for educators to familiarize themselves with the equipment, programs and gadgets that litter the lives of our country's youth? Do you think educators who refuse to become more technology savvy can survive? If so, why? If not, why not?

question #2: What do you think it ultimately takes to avoid student boredom? Why do you think educators have such difficulty in making the course material relevant and interesting? Any suggestions?

running commentary (life notes #2-4)

[LIFE NOTES #4 COMMENTARY]

6% (-2% for missing Takaki/Spring) First, come and talk to me about my theory and your questions. Excellent notes. General comments:

Got tech - so true - disturbing too

excellent clip

Tupac's one of my heroes - flawed but open, honest, and an activist through his rap lyrics

Yes, this is a small smapling but its reach is broad because of its focus - students sharing what's important to them about teaching.

?what about "pretty" comment :) ? Should this be a requirement too?

Yes, empathy is so important in personal and professional life

yes, each individual has their own lens/experiences etc. and assumptions are dangerous and often "wrong"

Q: Because teachers are human too and all people want to be liked

Three ingredients: co-establishing a welcoming learning environment based in: mutual respect, reciprocal learning, sharing/caring

no it wouldn't change with age/grade leve

Excellent - images, youtube clips, etc.

Weems - Creative writings (like all artistic creations) ultimately are up to the interpretation of each audience member - make your own meanings out of this work --take from it what you can use.

eyewitness accounts - memory is fleeting and reconstruction always flawed as people are flawed.

Speaking up - is risky - takes time and begins with working through your own issues first - keep being conscious and working on it.

Note: "not" satire - this was Koon's perspective.

Peace, Dr. Weems

[LIFE NOTES #3 COMMENTARY]

Hi Tom: 8% Well done, thoughtfull, Life Notes Q: Where is your running Reference list link? If I'm missing it let me know where I can access it...if it's missing...make certain to include it next time.

General comments:

Excellent opening re: Irish ancestry --so true in Ireland it's a deeply religious holiday

Lots of other examples (my work included) of voices of the oppressed speaking out

Strong images throughout on sidebar - cartoons, geisha (why did your girlfrend do this?), youtube clips etc.

Cristo Rey - clip too long to watch, per my request be certain to add a descriptive comment, baseball - good lived experience connect

respond - Corporate focus of schooling "not" all bad - I "do" see the positive but I also see the BIG negative -- education valued only to the extent it prepares you for work

I respect your perspective and suggest that as you grow as a person your prespective may change a bit--become more empathetic. I ask: How would it feel to "be" in the world if every thought and feeling you had was as a woman "but" outwardly you were physically male? This is what transgendered folks "live" everyday. Also, God makes no mistakes and all religions teach us to be non-judgemental, loving and compassionate yes?

Excellent segments on Japan and Language use

Peace,

Dr. Weems


[YOUR LIFENOTES #2 COMMENTARY]

Hi Tom ;)

8% - Really enjoyed this set of Life Notes -- difficult to discern which "set" I was reading though -- find a way to make this clear for next set (i.e. L.N. #1, #2 , etc.)

General comments:

1. Link your comments to quotes etc. "more" to your lived experience to date and what you are noticing in today's society (locally, current events etc.) around these issues.

2. Language so key to culture yes!

3. Excellent Youtube clips (Chinese) remind me to let you share "one" in our class

4. A keener ear - Good -- courage to "know" yourself comes first

5. Excellent creative elements on side blog -- like surveys too

every worker called by a number :(

6. Amish (culture) religion - excellent comment

7. I want you to share "Terror under tree clip" too - Tuesday

8. Q#1 It will happen one person at a time - it's not considered a positive (social change/justice) to have a world that loves, supports and empathizes---counter power paradigm

Q#2 No. education always touted as a national priority "but" what is it really?

panic mode (all over again) (5)

an article caught my attention in yesterday's USA Today as a picture of a US Air Force One jet seemed to be flying rather closely to some corporate skyscrapers in lower Manhattan and Jersey City. it is and isn't amazing to me how the tragic events of September 11th 2001 are still causing incredible fear and panic to Americans 8 years later!?!

when race became an issue....(5)

i was reading a case study in preparation for my school counseling class the other day and the following excerpts from a counseling session left me scratching my head: "Lamanda says that during elementary school, she was constantly harassed by classmates about being mixed race. Throughout high school, Lamanda concealed her mixed heritage from her classmates by not inviting friends over to her home. She admits that she is embarrassed by this, and she suspects that her parents realized what she was doing. She now insists that 'I am not black or white, I am me." i'm not sure if these comments would have caught my attention, if i was not currently in a dating relationship with a young woman who is a native of Peru? regardless, it has given me something to consider given the fact that if i were to marry my girlfriend and raise children some day would my "mixed-race" family be faced with similar challenges? i'm not sure, but i do know that race would probably play a much more significant role in my/our lives than before, even if my wife, children and i never considered it a pressing issue. interesting, no?

color commentary plus q & q (cushman ch. 3-5) (5)

In chapters three through five, Kathleen Cushman turns her attention to three major components of teaching at any level--namely classroom behavior (management), creating a culture of success, and working with each individual students as well as the class as a whole. She shares students' experience in both orderly/successful as well as disorderly/failing classrooms in such a way that the reader/perspective educator understands the significance of establishing the right rules & tone, being authoritative (but not callous), and setting clear expectations & goals for each student. Part of the educative process, according to Cushman, is that adolescents need to taste some success from time to time; the more the profession becomes more about completing lesson units and grading quizzes/tests and less on classroom discussion, deviating slightly from the syllabus for individual student interests, and continual student feedback/reflection, the more difficult and dull the overall teaching & classroom experience will be for all participants. In chapter five, Cushman categorizes students into seven groups (eye-roller, wallflower, hand-waver, dreamer, con artist, goof-off, and workhorse) in order to suggest the diversity of attitudes, personalities and competencies that make up a typical classroom. She also examines how this sort of array of students can alter the entire dynamic of an individual's or group's educative experience, if certain steps and actions are not carefully taken.

essential quotes:

"In math class last year we had like eighteen substitutes. One teacher would try telling us one thing and the next would tell you another thing. I stopped going to that class because I wasn't learning anything ~ Veronica " (Cushman, 57).

[This quote is personally appealing, because I have served in multiple school systems as a middle school and high school substitute teacher. I am somewhat able to understand the frustration that students, like Veronica, endure as a result of their teacher being out indefinitely on maternity leave, illness, or the like. I wish that substitutes were never needed, because I realize the lack of progress that takes place when they are filling in, but they are a necessary part of each school district.]

"We had to do math problems in groups, and each day some students had to go up and present them. If you weren't 100 percent sure, you wouldn't want to. I thought I knew it and I presented it and I was wrong. It was a terrible feeling, but the teacher did a good job of helping me get the right answer while I was up there, so I didn't have to go sit down and let someone else explain it. He asked a couple questions that helped me understand why what I did was wrong ~ Hilary" (Cushman, 64).

[I had a similar experience in Dr. Weems' class this semester when I was the only one amongst my classmates to give a response that was somewhat controversial regarding the morality of abortion. My teacher and I disagreed at first, but I was able to understand where she was coming from with her response and why I may want to reconsider my own response if I find myself in a similar situation in the near future.]

"Maybe in the beginning of the year or when you start class, say to students in a reassuring way: If you don't know the answer, it's okay; if you do, it's okay ~ Alexis" (Cushman, 70).

[From what I have observed and experienced, first impressions are extremely important for several reasons. As a teacher/authority figure, you want to be able to set the tone of your classroom or conversation, so establishing clear ground rules and demonstrating your passion for your profession are significant. Likewise, you want to create a safe learning environment for your students, so immediately informing them that you will not be making any assumptions or judgments may be beneficial to your overall relationships with your students.]

"When I don't know the material, I don't even ask questions...I don't want people to hear me talk because I don't people to notice me. I have this fear that people judge me for every little thing. I stutter when I'm nervous, so ti's a big thing for me, or I'll say a word wrong ~ Lauraliz" (Cushman, 87).

[You might as well put my name next to the end of this quote too, because this is how I have felt--and still do--about my participation in most discussions/debates in which I feel as if I can contribute very little to the conversation. Obviously, this is not usually true, but it has been a slow, and at times, grueling process that continues today. I have much sympathy for Lauraliz et al.].

"A lot of times students don't answer because it's a question where you either get it right, or wrong. Instead, ask questions where there isn't a right or wrong answer. Ask students, "What's your opinion, what matters to you? ~ Mika" (Cushman, 91).

[I like this suggestion of asking student's about their personal opinions on certain topics/issues, because this practice is great for stimulating classroom discussion and bringing these sometimes abstract/theoretical concepts to everyday life, which I always hear that students complain about].

critical questions:

question #1: Sometimes I think there is a greater need for ongoing teacher professional development, regardless of the number of years that a particular faculty member has been teaching. Do you believe this is an important need/concern or is this a waste of personal time? If so, why? If not, why not? Also, what facets/dimensions of education should the development focus on?

question #2: What has been your relationship with school counselors? positive? negative? Negligible? I strongly believe that this is a vital relationship particularly for the student which is why I am in training to become a professional school counselor. I'm curious about your own interactions with professional counselors...

you can call me sachal (5)

this past sunday evening, my girlfriend and i attended a FREE performance by an up-and-coming jazz vocalist, sachal vasandani, at the east cleveland public library as part of the tri-c jazz fest. let me just say that it was one of the best hours that i have spent in quite some time.

i have always had a deep appreciation for classical & modern jazz. i don't have a jazz collection of my own, but i do enjoy finding myself at a place where live jazz music is on tap.

i have posted a youtube clip of one of sachal's original pieces please mr. ogilvy. you can also check out his bio, tour dates, and some additional selections by clicking here.

got technology?

in this age of technology, it is amazing how integral to our lives gadgets and machines have become. consequently, this infiltrates into the classroom and into the minds & lives of all students. how to incorporate technology into the student learning experience is an interesting discussion whenever it arises. kansas state university put together a series of wonderful video clips that really get at the heart of this technological imperative (see margin).

a good beat

i do not know much about Tupac Shakur (i believe that's his full name); however, i do enjoy this song very much (see you tube clips in margin). i was actually introduced to the original song by Bruce Hornsby when i was an undergrad. some of the lyrics are extremely powerful and challenging, such as "that's just the way it is." i think Hornsby & Tupac speak to an audience that is desperate for the truth.

color commentary plus q & q (takaki & spring) (4)

please excuse the fact that a response to the last chapters of Takaki & Spring's texts could not be completed on time.

color commentary plus q & q (cushman) (4)

Kathleen Cushman, in the first couple of chapters of Fires in the Bathroom, lays the foundation for critical & ongoing dialogue between both high school students and their respective teachers. Issues such as mutual respect, self-disclosure, fairness, likability, professional competency and trust all surface as Cushman shares the words and anecdotes of a dozen or so high school students involved in a wide range of American school systems.

After reading the first two chapters, I was struck by the realization that high school students can not only articulate beautifully, but they also understand exactly what a quality education & educator should be. And yes, as one or two of the interviewees pointed out, high school students are young adults and should have the privilege of being treated like mature individuals; however, it is a two-way street, which is why I believe one has to take what this small sample of students is saying seriously, but with caution. Either way, these students GET IT and I am glad that Cushman et al. were able to publish excerpts from their interview scripts as well as share with prospective educators practical tools to develop professionally.

essential quotations:

"I don't have to act like I like you, and you don't have to act like you like me, in order for me to learn and you to teach...I'm going to learn whether or not the teacher and I are friends. As long as a teacher is real and the student is real and they are acting in a respectful way, there can be a give-and-take relationship with information~Mika" (Cushman, 21).

[I love Mika's quote, because it challenges the age-old myth that the best teacher is the one that is liked by his/her students. This could not be further from the truth. Teaching a few classes of 9th grade students last year, I found this out very quickly. My students did not need another friend (regardless of your age). They needed an educator who was going to respect and care enough about their needs--namely their need for a quality education. See question #1 below]

"Must have a sense of humor; must not make students feel bad about themselves; must be fair and not treat some students better than others; must not jump to conclusions; must not scream; must not call home unless it's really important; must not talk about students to other people; must be patient; must really know what they are teaching; if it's a lady, it would be good if she is pretty" (xv)

[This student-generated job description for the ideal teacher was enjoyable to read, because it highlights the needs, rights and concerns of every student--regardless of age, race, gender, sexual orientation or any other defined category. Plus, it is fair and it is exactly what every current & aspiring teacher should focus on with regards to their profession.]

"It doesn't work when a teacher tries to force the connection or try too hard to relate to us. When they say, 'I understand what you're going through,' we know they don't ~Tiffany" (1).

[This quote jumped off the page for me due to the fact that I am specifically committed--as an aspiring school counselor--to avoid these types of expressions that lack both empathy and frankness. I have made similar comments to the one above and have suffered the immediate as well as enduring consequences of such insensitive words. A quotation like this one is a constant reminder for me to be more empathic.]

"When you talk about our neighborhood, it's a more open way to approach learning personal things. But it's easy to assume things about a student based on their neighborhood or their race and class--like if you're black, 'You like basketball, huh?' They say, 'You don't talk like someone from Harlem.' We don't have to be reminded by you of what the stereotypes are ~ Vance" (6).

[This quote reminds me of all the instances in which I have let my assuming attitude get the best of me. Too often I succumb to the stereotypes and my own biases when interpreting or analyzing a person or situation. Regardless of whether certain assumptions are more accurate than not, I do believe it is every human person's responsibility and mission to allow for the people whom you encounter to define their own personality and story. This is not just something that all educators should think about--everyone is a contributor.]

"One teacher made us redo an assignment that I was sure I had already done, then claimed that we had done it all wrong, just to cover up for the face that he had lost the assignments. It was an insult to my pride, a waste of time, and a blatant lie. "Because I said so," or "Because I am the teacher," are also not good explanations for punishments. Teachers must be clear and fair, or students will be hurt or angry ~ Bosung" (27).

["Because I said so" is one of the worst responses that anyone can give to another individual. Such an expression distances the other from the conversation and constructs "walls" where "walls" do not belong. It also communicates to the other that there is a struggle for power that has begun and can be very detrimental to all parties involved--certainly in the classroom.]

critical questions:

question #1: In the second chapter of Cushman's book, she wrestles with the entities of respect & trust as they apply to both teachers and students. She also alludes to the popular trend of teachers wanting their students to LIKE them. Having some professional experience of my own in several classroom settings, I have to agree that I wanted my students to like me as well (and when they didn't, I got upset and felt like I was doing something wrong). Why do you think it is so difficult, especially for young teachers, to sacrifice their desire to become popular and instead strive to gain the respect & trust of one's students first and foremost?

question #2: There are so many small nuisances and subtleties that are active in a typical classroom (i.e. non-verbal behavior, furniture/seating arrangements, disciplinary protocol, etc.) . As a professional educator, what would you say are the THREE ingredients to a safe, productive and enjoyable classroom environment? Would your response change if you were talking about a pre-K, elementary, middle or high school classroom? Why or why not?

cover your eyes (4)

i located a couple race-based hate sites that i believe demonstrate deep hatred for all races that are not predominantly white. one of these sites (11th hour) used religion to make false claims about the origins of the Jewish and black communities. another site (storm front) is committed to advancing white supremacy and saving the white race at all costs. i did not spend a lot of time on these sites (maybe for good reason), but i think i got the gist of their message(s). i was intrigued by how well some of these sites hid their mission while others were quite blatant.

www.resist.com (White Aryan Resistance, aka W.A.R.)
www.stormfront.org* (white supremacy & Klu Klux Klan connections)
www.americanknights.com
www.11thhourmessenger.com** (radical Christian identity propaganda)


*see margin for white supremacist logo
**i was having trouble accessing the actual websites (so the web addresses may not be correct); however, i was able to circumvent visiting the actual sites and yet still learn about these sites/groups via a tolerance web page (see below)

ideally, for every hate site, there would be one site that addresses tolerance & respect. here are a few that i was able to locate & browse:

www.tolerance.org (dr. alice morgan introduced my classmates & i to this extremely resourceful website)
www.youthnoise.com (this website provides visitors with the opportunity to explore an unjust cause and share views and ideas with other concerned individuals)
www.tolerance4kids.com (this site is more for the parents of younger children who may experience early exposure to hate crimes and behavior)

color commentary plus q & q (all weems' text) (4)

Even though I had some difficulty following some of her poems/plays (i.e. The Witch in Snow White, Graffiti This!, I.D. Papers), I was able to get a sense of the pain and suffering that Dr. Mary Weems has endured over the course of her lifetime. She has made a noble and courageous attempt (having tasted some success) to introduce and implement her imagination-intellect theory to teachers in a myriad of K-12 school classrooms, as well as her own. While reading her text, I was impressed with her depth of research that evidently support the critical relationship of a child's imagination AND intellect. Not having read lots of poetry recently, I felt that I was caught up in the language and subtle references to people, places or events that were unfamiliar to me. Her childhood--as well as her adult life--seems to have been rich and littered with a lot of obstacles that Weems has clearly overcome. I have enjoyed the opportunity to learn more about the life of Dr. Weems in addition to the finer points of her theory.

essential quotations:

"...the imagination and the intellect are separate entities. And scholars utilize their intellects, but artists use their imaginations. Rather than what I perceive as the same imaginative-intellectual process with different end products, there are several places in her canon where she [Maxine Greene] alludes to the inseparable link I envision. My theory disconnects from conventional beliefs about, and ambivalence toward, intellect as something separate from feeling and imagining" (Weems, 98).

[I have more questions than comments about this theory, so check them out below; however, I do believe that they are separate entities that can work together, if they are conditioned to do so. It is just like learning a new language. If you do not stimulate a child's mind by exposing him or her to letters, sounds and words (including syntax & order), then that child will have a very difficult time developing those hard-wired skills. It is an interesting concept and one that I think both sides have a strong argument for.]

Ambiguity
"18 years of 85 words per minute
unorthodox finger positions
long nails to scratch
out

typing without thought
mistake

creating without thought
miracle" (60).

[I started "smiling" while reading this poem. At Saint Martin de Porres HS last year, I taught a keyboard typing class to three sections of freshmen and had a miserable time doing so. The way the keyboarding curriculum was set up my students would come into class every day with the same instructions and the same awful typing program to practice on and the same lousy attitudes about the class. Most days, I could not blame them for their contempt for my class; other days, I tried my best to come up with creative and innovative activities for my students to use to make their keyboarding experience more fruitful and productive. Unfortunately, I had trouble managing the student's misbehaviors and lost the trust and respect of several of my students very early on in the year. I wish I had read Cushman's text and had a little bit more practice in education!]

Fact:
"A car hits a female
she dies at the scene.

A light blue '92 Beemer,
low rider with 8-spoke hubs, driven by a young white
guy wearing black shades ran over this real little white girl wearing a red dress.

A dark blue car whizzed by me like it was going to a fire. I knew she was dead when I walked up closer and saw that the white dress she had on was red, soaking her up like a sponge.

I turned my head for a split second to answer my cell phone...next thing I knew..." (64).

[This poem especially caught my attention, as I was reading a string of poems in a row. I have always been fascinated by crime scenes and eyewitness accounts. I also think it is interesting that more often than not, individuals fabricate, exaggerate and tamper with the details to change the meaning or focus of a particular story or situation. In this case, it does seem like all of these accounts are true, yet each person's interpretation will be different and possibly biased.]

"It's like his sexual harassment was invisible and I was simply worthless. I regret 'til this day that I did absolutely nothing about it. I didn't protest, I didn't go to my supervisor, I just...took it until I was transferred out of Customer Service" [from John the Bastard] (20).

"No longer the scared young, Black woman, but still unwilling to be confrontational in an almost all-white setting, avoided, avoided, and avoided, until while I was standing in a circle of my co-workers, drink-in-hand doing the standing socializing thing I've always hated and felt something at my feet...I looked down and there on all fours attempting to get his head at angle to look up my dress was Art. Without a sound I quickly stepped over his head moved through the room to pick up my coat and left. Nothing was ever said to me" [from Art Doin' the Dog (1980s)] (20-21).

"Something in me said f*** it and I followed him [supervisor] to his office, closed his door and told him not to EVER touch me again, that I didn't like strangers touching me for any reason! I returned to my desk shaking, but so GD pleased with me, with the fact that finally I'd spoken up, I was ready for anything" [from The White Man who broke the camel's back (1986, my last year at Chevy)] (21).

[The lines from these three poems resonate with me because I continue to struggle with standing up for injustices and what I allegedly BELIEVE IN. do you have any suggestions for my inability to speak up?]

"I don't believe it is possible to introduce one of the great art masters to inner city kids when they have not had the opportunity to learn ways to interpret the work, they have no idea who the artist is or why his work is important. I ask you to remember that many of my students are from the suburbs and have no experience in the inner city. Many of them have had little contact with African American students. 'I mean after all GRAFITTI is NOT recognized in society as great art' "(40).

[I recognize that this quote is meant to be satirical, but doesn't it expose the narrow-mindedness of some professional educators? The only way you learn or teach something is by asking or explaining it to somebody else. The only way you truly find out if something works is to try it for yourself and see for yourself. Yeah, the risk may be high, but the reward may be even greater. This is all about ignorance and should not be tolerated. Tim Wise would have a field day with these comments.]

"See you have to know and love yourself, you have to know who you are, what you want to do, how you're going to make it in this white mans' world before you can be married, AND you have to eat a little dirt before you can know all that--and at 28 you hadn't had anything but dust in your mouth" (33).

[I selected this quote for the reason that I am currently in a serious relationship and already contemplating a future with my girlfriend. It is so easy to move too fast and rush things. I could not agree more that sometimes one has to bite the dirt before he or she can know for certain who they are and what they are ultimately capable of. I hope these words will keep me humble and be a constant reminder to be clear and honest in all affairs.]


critical questions:

question #1: How does a teacher (especially newly-hired) or even a team of teachers implement a curriculum grounded in the imagination-intellect theory, if they do not have the support from administration? Would it be better for a teacher to incorporate these principles of this theory into his/her lesson plans and go behind their supervisors' backs? Is this theory realistic and practical? If so, why? If not, why not?

question #2: How can two individuals with completely different lifestyles and backgrounds relate in depth with one another? How can the imagination-intellect theory help in that regard?

question #3: How could employing an imagination-intellect teaching approach leave out critical standards and benchmarks that most educators are in agreement that students need to know and understand by the time they graduate from high school? If the answer is it will not leave out any primary educative goals, then are you saying that it has no shortcomings? If it does indeed have shortcomings, what are they?

question #4: If you had to list 4-5 reasons why the imagination-intellect approach to teaching is effective, what would those be? Would they change based on grade-level or can they be generalized across all levels? Can this theory be utilized during the summer months, when most students are not receiving any formal education? How so?

"i think i understand what she is trying to say" (4)

dear WOMAN PROFESSOR,

so you think you understand what she [Sandra] is trying to say? alright. what is trying to say? tell me. have you lived there? have you walked in her shoes for a day? there is nothing that a suburban kid knows that an urban kid doesn't also have knowledge about (whether greater or lesser). omg, we are treated like nobodys who know nothing! why did you go there? why are you turning red-faced? you are supposed to be the most composed teacher in our school. forget this. i gotta go to work.

thanks for nothing,

Sandra's mother

all i see (4)

all i see is black & white.
what do you see?

all i see are stereotypes & biases.
can you see me?

all i see are the lines that divide us.
what could those be?

all i see is regress & dormancy.
will you ever be free?

all i see is black & white.
what do you see?

*this is a poem i composed in response to the emotions (fear, anger, despair) that i experienced after reading parts of dr. weems' text.

over my shoulder (4)

(n.b. you'll notice that i switched to composing my entries without using capital letters b/c it's easier and it looks sharper in my opinion. i hope this doesn't upset any of my readers.)

there are several entities that follow me around wherever i seem to be; however, probably the strongest or most intense "shadow" is my anxiety. i have never been diagnosed with any type of mental disorder nor have I had any serious medical complications (besides a brief bout with lactose intolerance), so i am not sure what continues to cause my overall restlessness. i often like to defer to the words of st. augustine who cries that "our hearts are restless until they rest in Thee, O Lord" (Confessions 1.1). i believe that the words of augustine speak to the truth of reality, while creating another layer of unnecessary stress for this 24-year old! i certainly have shown signs of improvement over the past several months, which gives me hope for kicking this demon once and for all. i welcome your prayers for my anxiousness. Godspeed.

running commentary (life notes #2-4)

[LIFE NOTES #4 COMMENTARY]

6% (-2% for missing Takaki/Spring) First, come and talk to me about my theory and your questions. Excellent notes. General comments:

Got tech - so true - disturbing too

excellent clip

Tupac's one of my heroes - flawed but open, honest, and an activist through his rap lyrics

Yes, this is a small smapling but its reach is broad because of its focus - students sharing what's important to them about teaching.

?what about "pretty" comment :) ? Should this be a requirement too?

Yes, empathy is so important in personal and professional life

yes, each individual has their own lens/experiences etc. and assumptions are dangerous and often "wrong"

Q: Because teachers are human too and all people want to be liked

Three ingredients: co-establishing a welcoming learning environment based in: mutual respect, reciprocal learning, sharing/caring

no it wouldn't change with age/grade leve

Excellent - images, youtube clips, etc.

Weems - Creative writings (like all artistic creations) ultimately are up to the interpretation of each audience member - make your own meanings out of this work --take from it what you can use.

eyewitness accounts - memory is fleeting and reconstruction always flawed as people are flawed.

Speaking up - is risky - takes time and begins with working through your own issues first - keep being conscious and working on it.

Note: "not" satire - this was Koon's perspective.

Peace, Dr. Weems

[LIFE NOTES #3 COMMENTARY]

Hi Tom: 8% Well done, thoughtfull, Life Notes Q: Where is your running Reference list link? If I'm missing it let me know where I can access it...if it's missing...make certain to include it next time.

General comments:

Excellent opening re: Irish ancestry --so true in Ireland it's a deeply religious holiday

Lots of other examples (my work included) of voices of the oppressed speaking out

Strong images throughout on sidebar - cartoons, geisha (why did your girlfrend do this?), youtube clips etc.

Cristo Rey - clip too long to watch, per my request be certain to add a descriptive comment, baseball - good lived experience connect

respond - Corporate focus of schooling "not" all bad - I "do" see the positive but I also see the BIG negative -- education valued only to the extent it prepares you for work

I respect your perspective and suggest that as you grow as a person your prespective may change a bit--become more empathetic. I ask: How would it feel to "be" in the world if every thought and feeling you had was as a woman "but" outwardly you were physically male? This is what transgendered folks "live" everyday. Also, God makes no mistakes and all religions teach us to be non-judgemental, loving and compassionate yes?

Excellent segments on Japan and Language use

Peace,

Dr. Weems



[YOUR LIFENOTES #2 COMMENTARY]

Hi Tom ;)

8% - Really enjoyed this set of Life Notes -- difficult to discern which "set" I was reading though -- find a way to make this clear for next set (i.e. L.N. #1, #2 , etc.)

General comments:

1. Link your comments to quotes etc. "more" to your lived experience to date and what you are noticing in today's society (locally, current events etc.) around these issues.

2. Language so key to culture yes!

3. Excellent Youtube clips (Chinese) remind me to let you share "one" in our class

4. A keener ear - Good -- courage to "know" yourself comes first

5. Excellent creative elements on side blog -- like surveys too

every worker called by a number :(

6. Amish (culture) religion - excellent comment

7. I want you to share "Terror under tree clip" too - Tuesday

8. Q#1 It will happen one person at a time - it's not considered a positive (social change/justice) to have a world that loves, supports and empathizes---counter power paradigm

Q#2 No. education always touted as a national priority "but" what is it really?

God gave the Irish whiskey so that they wouldn't take over the world (3)

Tomorrow is Saint Patrick's Day (for those of you who do not know a lot about Saint Patrick, I would encourage you to click on this link). I do feel it is my duty as someone who has Irish ancestors to educate others about my own heritage. While there a many individuals (Irish & non-Irish) who understand and appreciate the life and legacy of Patrick, too many others take this holy man and feast day for granted. In fact, racial & ethnic groups throughout the world (especially college students) have decided to equate this HOLIDAY with consuming a substantial amount of alcohol. In doing so, this feast day loses its ultimate meaning and becomes a shameful display that it was never intended to be.

color commentary plus q & q (life notes #3)

Ronald Takaki and Joel Spring both examine the Mexican and Latin American (Puerto Rico, Cuba, Portugese-speaking Brazilians, French-speaking Haitians, and many more) communities from the perspective of United States labor exploitation, deculturalization and educational reform efforts. Both authors are very clear about the tremendous amount of agony that the Mexican people endured as they emigrated across the Mexico/US (Texas) border. They are also clear that the US had, at seemingly no stage during the 19th & early 20th century, no intention of allowing the migrant Mexicans to share their own customs, language and lifestyle with the American people. The only item on the US' political & financial agenda was to work these laborers into the ground and seize their property right from underneath them. The US knew how powerful they were (and still are) and took advantage of the weak and vulnerable, yet somewhat skilled, populations of Mexicans and Latin Americans.


qualitative quotations:

"[American invaders are] the horde of banditti, of drunkards, of fornicators...vandals vomited from hell, monsters who bid defiance to the laws of nature...shameless, daring, ignorant, ragged, bad-smelling, long-bearded men with hats turned up at the brim, thirsty with the desire to appropriate our riches and our beautiful damsels" (Takaki, 175).

[The reason I selected this quote was because I feel like we often do not hear from those are oppressed and the atrocities & injustice that they experience. For once, they have a voice. This author seems to have had it with the severe maltreatment that has been happening between both communities.]


"Don't condemn me for leaving my country, poverty and necessity are at fault. Good-bye, pretty Guanajuato the state in which I was born. I'm going to the United States far away from you...Good-bye, my beloved country, now I am going away....I go to the United States to seek to earn a living. Good-bye, my beloved land; I bear you in my heart" (Takaki, 317).

[This quote reveals what it was like, emotionally, for the people of Mexico to leave their homeland. Takaki does a fairly good job of describing this diaspora; however, I cannot imagine how painful it must have been to leave just about everything behind--including family.]


"The white people won't do the work and they won't live as the Mexicans do on beans and tortillas and in one room shacks. Whites cannot be as easily domineered, led, or directed as the Mexicans. I prefer Mexican labor to other classes of labor. It is more humble and you get more for your money. No other class we could bring to Texas could take his place. He's a natural farm laborer" (Takaki, 321).

[I don't know what to make of this quote, but it is rather disturbing. The author is speaking as if the Mexican people ENJOY their accommodations and on-site treatment. It almost sounds as if the white author believes that he is doing the Mexican people a favor by ]


"There would be a revolution in the community if the Mexicans wanted to come to the white schools. Sentiment is bitterly against it. It is based on racial inferiority. Let him [the Mexican] have as good an education but still let him know he is not as good as a white man. God did not intend him to be; He would have made them white if He had. Why don't we let the Mexicans come to the white school? Because a damned greaser is not fit to sit side of a white girl" (Takaki, 327).

[Similar to the quotation below, I chose this one because it highlighted the "racial inferiority" that had invaded the local & national school systems as well as one white man's religious understanding between himself and a Mexican man. I have never heard the term "greaser" before, but I would imagine that it is highly offensive.]


"Educating the Mexicans is educating them away from the job, away from the dirt. You have doubtless heard that ignorance is bliss; it seems that is so when one has to transplant onions...So you see it is up to the white population to keep the Mexican on his knees in an onion patch or in new ground. This does not mix very well with education" (Spring, 95).

[This quote illustrates the self-serving attitudes of the white community members to restrict the Mexican people from acquiring an education of some sort and continue to exploit their strong agricultural skills. The white community members believe it is their duty to create this educational & labor division. These words also appears in Takaki's A Different Mirror.]

critical questions:

question #1: Both Joel Spring and Ronald Takaki have noted that the characteristics and work ethic of the Mexican people were contributing factors to the efficient labor that was completed in mid-to-late 19th century America. If this is accurate, then I would like to know why the Mexican people were so willing to labor for individuals who had the utmost disrespect for them and their culture? Was it simply due to the fact that US landowners offered significantly higher wages or was it more than financial security?

question #2: My girlfriend was born and raised in Lima, Peru. She came to the US after her father (who lost his private business in Lima) moved and established himself in the Pacific Southwest. She attended UNLV for one year and then transferred to Loyola Marymount in LA a few years later. I met her through a well-known service organization, known as the Jesuit Volunteer Corps, and we have been together ever since. What are the chances that this relationship would have ever been born had the two of us been living anytime before the 1950s? Why is that?

question #3: Throughout the assigned readings, there are multiple instances when the Mexican people speak out against members of the black community. These interactions remind me of the ones that the Irish had with the black community in the early to mid 1800s. My question then is why do the Mexican (and Irish) people turn against and curse the black laborers & community members, when they are experiencing the same emotions and turmoil as their counterparts? Are these actions easier and much less threatening than empathizing with another racial/ethnic group?

WBC (who bleepin' cares) (3)

As a die-hard sports fan, I consider this time of year to be extra-special as the professional baseball season is about to begin and the field of 64 Div. 1 college basketball teams are about to compete at the BIG DANCE (a.k.a the NCAA Tourney). For the past few years though, a new event has been slated to take place during these late winter weeks--namely the World Baseball Classic (WBC). The WBC is a double-elimination tournament between the best and most gifted baseball players from all over the globe (i.e. Chinese Taipai, Dominican Republic, Japan, Italia, and the US of A). Many spectators and analysts have compared this culturally-charged sporting event to the World Cup; however, the general consensus is that there is no comparison! The sport of soccer has had much more cultural and historical relevance to just about every country (regardless of population or fan-base) throughout the world. One of the main reasons why the WBC has been under a lot of scrutiny since its inception is that the WBC games take place in the middle of MLB's spring training season, when managers and players are trying to prepare for their long and grueling 162-game season. Over the past few years, numerous MLB players and coaches have claimed that participation in the WBC has brought them early fatigue and thrown off their schedule & rhythm heading into April. Personally, I think it is a great thing, but unfortunately, like anything new, it hasn't been around long enough and many of the international players are simply unrecognizable, compared to the much more notable players who play in the Major Leagues. There has been some discussion as to whether a better time of the year (such as after the World Series) to hold these contests, but the jury is still out on what to make of this cultural event.

corporate cleveland (3)

Dr. Weems and myself seem to disagree on the opportunity of high students to work part-time in the corporate while also attending classes during the academic school year. Dr. Weems does not like this theory or practice, because working in a corporate office is not part of a child's education; in fact, it is a major hindrance and distraction. This was not what our founding fathers intended for the American educational system to be. I, on the other hand, believe that this corporate exposure for teenagers is invaluable (and I have personally witnessed the effects of such a program during my short stay at St. Martin de Porres HS, which is located in the St. Clair-Superior neighborhood and part of the Cristo Rey Network...see video clips in the margin). Students in the 9th thru 12th grades are required to spend one day per week working at a corporate setting. This service allows for each low-income student and their families to attend St. Martin's, which has an estimated tuition of $11,000 per year. More importantly, I think, the CWSP (Corporate Work Study Program), which is what this program is called, provides teenagers with the soft & hard skills (i.e. time management, organization, conflict resolution, professionalism, networking, career orientation) that not only will be introduced to them, but refined and polished as they step onto college campuses.

southern comfort film (3)

For one of our ED 453 classes, we watched a documentary entitled Southern Comfort (SC). Ironically, I left the film and class feeling rather uncomfortable. SC was based on a true story about a transsexual person named Robert whose medical history, family & friends, and love life are all examined. Robert, who is suffering from cervix cancer, is irate with the manner in which his physicians treated he and his surgical requests. Throughout the film, Robert is being comforted by some of his transgender, transsexual and homosexual friends and a special attention is paid by the director (and Robert) to his transgender girlfriend, Lola. It is in this relationship that the audience is able to view Robert in both thought and emotion.

I would be remiss if I failed to comment on the role that my religious beliefs had on my film viewing. Considering myself to be a Catholic with strong beliefs, I keep asking myself why an individual's sexual orientation and sexual practice do not always coincide. The Catholic Church teaches that only a natural man and woman are meant to have sexual intercourse and procreate--which is apparently not the case between Robert & Lola (one of them was born a female and the other a male). That being the case, I would still argue that Robert and Lola (along with some of their other friends/partners) are abusing their human sexuality, because God did not intend for them to born of the opposite gender. If He did, I don't believe He would have forced them to undergo such pain and scrutiny from others--especially in the medical field.

I would like to close by saying that I was fascinated by a statement Robert made towards the end of the film--namely that "being a man or woman has nothing to do with your genitalia. It's all about your heart." I'm not sure if I necessarily agree with Robert, but then again, I am examining and interpreting this situation from a very different vantage point.

a letter from a friend serving in Japan (3)

When most people think of Japan, they think of Tokyo; if they could only go to one city in Japan, it would be Tokyo. Am I right?

The problem is, I hate Tokyo. I have been there 3 times, and each time I was underwhelmed. Sure, I have had fun, but mostly because I enjoy the company of the people I have traveled with. Tokyo is too big, too crowded, too expensive, and you basically spend most of your time on the train or walking around looking at over-priced clothing.

However, that did not stop me from trying out Tokyo for a fourth time this past weekend. (Fourth times a charm?) On Saturday after work, I headed up with a big group (about 11 of us), although on Sunday we broke up into smaller groups, so I spent the majority of my time in Tokyo with my friends Derrick, Susannah, and Gwen. Although the trip did not change my feelings about Tokyo, I did have a blast. Here are some highlights:

- Clubbing at Ageha, which is Tokyo's biggest club. It has like a million rooms...and a swimming pool!! The only problem is that a lot of the club (including the pool and the bar that served Long Islands) is outside...which must be great in the summer, but not so much in the winter.

- After staying out all night, going to an Internet cafe in Akihabara (the electronics/nerd district...also made infamous by the guy who went on a stabbing spree here last spring) to sleep for three hours. For $12, I slept in a comfy reclining chair in a tiny cubicle. Classy right? But after spending $200 on the shinkansen ride alone, we had to cut corners somewhere.

- All you can eat okonomiyaki and monjayaki (Tokyo's version of okonomiyaki) lunch at a restaurant in Harajuku. For only $11!! Amazing. And totally worth the 90 minute wait.

- Eating at both Wendy's AND Burger King in Shibuya (think famous intersection from Lost in Translation) after we paid $33 each for nabe at a nice restaurant. The meat in our nabe was waaay too fatty and chewy (we still are not sure what kind of meat it was...damn menus all in Japanese), so we were quite hungry after basically eating boiled cabbage soup for dinner.

- Spending 2 hours sampling chocolate in a department store back in Nagoya. In preparation for Valentine's Day (yes, the Japanese celebrate it!), about 50 or 60 high-class chocolatiers hawk their goods in Takashimaya, which is an upscale department store. Most of them offer free samples, so Susannah and I basically went to every booth, perusing and tasting. And now I have quite a stomachache. haha

Besides Tokyo, I have been keeping myself quite busy on the weekends since I returned to Japan from my all-too-brief vacation in the States. Last weekend, a group of us ventured out to the boonies to visit a plastic food factory, where I got to make my very own plastic shrimp tempura!!! Plastic food is a essential part of the Japanese dining experience. All the restaurants have windows out front with plastic versions of their menu items. It's a very helpful practice, especially for foreigners, because it shows us what the restaurant serves...therefore, little effort is needed to read the menu! So you can imagine my excitement when I got to make my own plastic food! (And yes, it looks real!)

I also started taking Japanese lessons (better late than never, right?) with Derrick and Susannah. My new year's resolution was to study more, but I apparently am not as self-motivated as I thought. Not trying to look like an idiot in front of my friends and our super-sweet teacher is just the kick in the pants I needed. So far, the class is going well. I know a lot more than I thought, which is cool, but there is also a lot I don't know. Like how to read and write kanji (the Chinese symbols). But we learn like 15 every week, so that has been really fun and interesting.

In other non-Japan news, I was also accepted to my first graduate school a few weeks ago. I fooled Seton Hall into allowing me into their master's program for international relations. It's not my top choice, but I am glad to be in somewhere! The DC-area schools (where I actually WANT to go) won't get back to me until March/April...which is annoying and stressful. But I do have a future at least!

Once again, sorry this email is so long...as usual. haha. Just wanted to check in and let everyone know about my latest escapades. I miss everyone immensely...New Year's was such a tease!

Write back soon please! :)

xoxo

Beth

language barriers (2)

I am often amazed by the role that language plays in our everyday interactions. Words and phrases are how we share information and ideas. We use them to explain our wants and needs and fears and hopes. Even newborns implore sounds and gestures to communicate with their caregivers. Yet as important as language & communication seem to be, it is shocking that so few people are good communicators! If you are like me and you took four years of french (vs. spanish or german or italian) in high school, there is certainly a grace period when it comes to understanding a sentence like "te metiste en camisa de once baras," which, if translated literally from spanish to english, means "you've put on a shirt made of eleven sticks" (http://www.learn-spanish.com.mx/spanish-phrases/funny-spanish-phrases/). This, of course, makes no sense! However, what this idiomatic spanish phrase actually means that "you've bitten off more than you can chew" (http://www.learn-spanish.com.mx/spanish-phrases/funny-spanish-phrases/). While it is sometimes very difficult to understand a language that is not your own. No one is asking you to be dishonest with yourself or your correspondent. Nevertheless, it is important that all members of all languages/cultures do their very best to learn the language (even if limited) of the men, women and children that they live, work and converse with. Otherwise, we all will continue to be frustrated by situations like the one featured in the Yo Yao video clip posted in the right-hand margin.

a keener ear (2)

It's interesting that since beginning my course work in Dr. Weems' ED 453 class, i have noticed that a transformation has taken place within me. I am much more aware of the racially-charged words that i hear from those individuals whom i eat with, walk by or teach. My reaction--trying to ignore this offensive language and remove myself from the tension--to such encounters is also intriguing. I have been praying for the strength and grace to speak up and educate those individuals who do not yet understand the severity of their jokes and conversations.

color commentary plus q & q (life notes #2)

In discussing the turmoil of the Chinese, Japanese and Filipino people, Takaki and Spring want their audience to realize that the struggles and hardships that these groups had to endure are not all that different from what members of the black and Native American communities experienced. Members of each one of these groups of Asian descent could not acquire US citizenship nor could they escape from racial bigotry. They worked long hours on the fields, in the mountains, and on the railroad tracks for very little compensation and certainly without any recognition. Another key element of the Asian American strife was the limitations and political/legislative "red tape" that prevented all educational opportunities for higher learning. The fact that many of these individuals remained in America for so long and under such unjust treatment is surprising to me, but then again, I have very little knowledge as to what their lifestyles were like in China, Japan and the Philippines.

essential quotations:

"Were the Chinese to amalgamate at all with our people, it would be the lowest, most vile and degraded of our race, and the result of that amalgamation would be a hybrid of the most despicable, a mongrel of the most detestable that has ever afflicted the earth" (Spring, 73).

[It is incredible that a comment like this one was commonplace. This is how Europeans (and many Americans today) feel about the Chinese and other cultures of Asian descent. These biting words most vividly show the absolute hatred and loathing that existed between Chinese and European interactions.]

"Chinaman [is] a lithe, sinewy creature, with muscles like iron, and almost devoid of nerves and sensibilities. His ancestors have also bequested to him the most hideous immoralities. They are as natural to him as the yellow hue of his skin, and are so shocking and horrible that their character cannot even be hinted" (Spring 73).

[Here is another quotation that has taken on a life of its own, as these stereotypes have been accepted versus condemned by the common man during the late 19th century and early 20th century. The dehumanization of the Chinese people is uncalled for and a means of instilling fear into the minds and hearts of Chinese immigrants.]

"...guard well the doors of our public schools that they [the Chinese] do not enter. For however stern it might sound, it is but the enforcement of the law of self-preservation, the inclination of the doctrine of true humanity and an integral part of the iron rule of right by which we hope presently to prove that we can justly and practically defend ourselves from this invasion of Mongolian barbarism" (Spring, 78).

[It is amazing how much weight the words "barbaric" and "savages" take on, especially when used to describe an entire race of humans. This quotation reminds me that the Chinese were not welcome one bit in America and that since day 1, American life was HELL.]


"Because of our family's poverty, you went out of the country to make a living. You still haven't made any money during all of these twenty years? I am afraid that you are Americanized and totally forgot about us" (Takaki, 220).

[There is definitely a fear of assimilation that is evident in a Chinese man's letter to his brother overseas in America. I now understand the severity of losing one's customs and culture after being told how you will dress, where you will live, and what little tolerance there will be for your own personal culture. It's always interesting to watch which family's rise up or fall under such dismal conditions.]

"We worked like machines. For 200 of us workers, there were sever or eight lunas and above them was a field boss on a horse. We were watched constantly. We had to work in the canefields, cutting cane, being afraid, not knowing the language. When any haole or Portugese luna came, we got frightened and thought we had to work harder or get fired. The luna carried a whip and rode a horse. If we talked too much the man swung the whip. He did not actually whip us but just swung his whip so that we would work harder. [The lunas] never called a man by his name. Every worker was called by a number. Always by the bango, 7209 or 6508 in that manner. And that was the thing I objected to. I wanted my name, not the number" (Takaki, 255).

[The reason I chose this quote is that I felt that it provided me with a much more subjective interpretation of field work for Asian Americans alike. Much of my attention was drawn not to the physical brutality of the lunas, but the psychological damage that referring to someone as a number or letter can have on the individual's psyche and overall well-being.]

critical questions:

question #1: I never realized how much of an impact the bombing of Pearl Harbor actually had on the United States' personal relationship with Japan. I would be interesting to know whether "bad blood" still exists between nations and whether or not President Obama is committed to restoring/or maintaining a favorable relationship with an increasingly powerful country?

question #2: (this is a paraphrasing of the question I asked in class, but I believe there is more to the answer of this question than what my professor and classmates shared) Why are Asian Americans perceived by the general public (including the media) as incredibly intelligent and destined to hold careers as scientists, mathematicians, martial artists, and businessmen/women? Likewise, why do we assume that the Chinese and Japanese and Korean people eat and enjoy the food that is served in Asian American restaurants? Just some food for thought...