I have found that out of everything and everyone we have talked about this semester, Delpit has stuck with me the most. Almost every day, I will see something that makes me think about codes of power and how they are transmitted. At my job, this lens has guided me to be more direct with my coworkers and customers. In my volunteer work, I have found that a more direct explanation of expectations has improved my relationships with students.
Sleeter
As a future History teacher, I found Sleeter's discussion of the "Euro-American Curriculum" particularly interesting. While that bias shows up in all subjects, it is most blatant in what history we teach. Between her article, Precious Knowledge, and the resources I gained from Syed Menebhi, I feel like I can paint a more rounded picture of the past for my students.
Renkly
This sentiment has been shared a lot in this class, but this piece in particular gave me the vocabulary to discuss a systemic issue. I think we all had some awareness of how schools generally function in a deficit-based model, but no way to talk about it. Assigning words to it, as well as to asset-based models, makes it easier to notice and talk about how it manifests. I am more aware of how my interactions with students fit into either model and can adjust my behavior accordingly.
RI Laws and Policies, "Queering our Schools," and They, He, She, Easy as ABC
Reflection:
RI Laws and Policies:
Most of the general policies about respecting students' privacy and identities, I was already familiar with. During my time in Rhode Island schools, I had some classmates who socially transitioned, so I saw some of these policies in action. What was new to me was the actual legislation behind these policies. I did not know how many of these protections were embedded in state law or how many came from federal law. Unfortunately, I was not surprised to see that some of the links to federal government websites are no longer functional, as the current administration has been removing references to transgender individuals from government resources.
"Queering our Schools:"
These pieces, particularly the violence inflicted on Sasha and the consequences their attackers faced, reminded me of a storyline from the show The West Wing. On the show, after a gay teenager was beaten to death, there is a push for a federal hate crime law. The Bartlett administration (the presidential administration the show follows) struggles with whether or not to support legislation that polices thoughts, a sentiment Sasha's father alluded to in his letter. The arc culminates with the White House backing the bill and inviting the boy's parents to speak. The Press Secretary ends up having to tell the parents to leave, as it is thought the father's stoicism is homophobia.
I, for one, am conflicted, as I want to see punishment for cruelty to others. At the same time, empathy is key to growth and a safer world. That includes empathy for kids who do something wrong, even if you vehemently disagree with them. My conflict over this is what led me to connect this piece to The West Wing, as the Press Secretary struggles with some of the same issues.
They, He, She, Easy as ABC:
If nothing else, I liked this piece because I learned about a pronoun I had never heard of before: "tree." I don't think I would use it for myself, but I like knowing it exists. That said, I know that some would disagree. I shared this new pronoun knowledge with someone I know, and their response was one of derision and an insistence that any teacher using it in the classroom would never again have the parental respect to teach anything else. I know I still find neopronouns (like "ze" and "tree") to be strange, but I didn't realize there was that kind of hatred. It's not for me, but if it makes people, especially my students, feel comfortable and respected, who am I to deny them that?
Question to Share:
In the policy sheet, it was mentioned that some students and staff may be uncomfortable around trans students. What specifically can we do to educate those students about their transgender peers? I fear that most conversations could feed into accusations of (liberal) teachers "indoctrinating" their students. Can you have the conversation in a "non-woke" way, or do you just have to go for it?
I found this piece to be interesting, as it is basically a synthesis and application of some of the theories and models we have previously discussed. After all, giving a name to those with neurological differences aligns with Johnson's approach to naming problems. More prominently featured, though, is the asset-based model. The "strength-based therapy" discussed with Dr. Stephanie Lee is this model applied to mental health. It is noted that neurodiversity can offer benefits, including creativity, hyperfocus, and new perspectives. These traits are like the "gems" that Renkly suggests a teacher finds for each student, and that we are identifying in students at our service placements. Even Dr. Lee's rejection of "fixing" neurodiverse kids is a rejection of a deficit-based model.
Initially, I was thinking that the discussion of neurodiverse-inclusive environments could align with Delpit, as I have independently heard neurodiverse people discuss how helpful it is to be spoken to directly and literally, essentially being given codes clearly. As I reread the section, though, I found it reminded me more of both Kohn and Shalaby. The more engaged, less rigid classroom that Kohn advocates for —a dynamic and student-driven one— could help some students who need a variety of engagement types. On the other hand, a busier classroom, both in activity and appearance, while helpful for some students, could also be overstimulating for others. In another vein, the comment about challenges stemming from the environment also reminded me of Shalaby. As she noted, neurodiverse kids tend to be the canaries when schools do not meet their needs. Striving to change environments to accommodate neurodiverse students seems to be one way to clear the air.
As someone who is neurodiverse adjacent ( I find that anxiety and depression tend to have some similarity in symptoms and coping mechanisms to conditions that fall under the neurodiverse umbrella), I found this article very interesting. I have seen both during my own education and now during my service placement that the system isn't really made for those who are different. I am somewhat concerned, though, about people trying to diagnose themselves. I have heard or seen cases before where someone decided they were neurodiverse (Generally ASD or ADHD), only to find that something else was going on. I believe that embracing neurodiverse identities is important, but it should be done responsibly.
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