All week I have been wrestling with Kris Gutierrez's assertion of the neoliberal agenda in education that leads to a "sameness as fairness" policy. Gutierrez claims that under the guise of color-blind, merit-based interventions, the current educational climate has, in fact, created a "sameness as fairness" approach (Gutierrez, 2007). Neoliberals maintain that fairness is achieved by treating all students in a like manner (sameness). This notion holds all students to the same standards of accountability while using a cookie-cutter style curriculum. “Sameness as fairness” ignores students’ diversity and individuality. Gutierrez & Rogoff (2003) state that the "sameness as fairness" theory acts in effort to "commodify instruction and package it in ways that erase difference and ignore the repertoires of practice students bring to learning environments”(as cited in Gutierrez, 2007, p. 111).
I assert that neoliberals sell the tenet of “sameness as fairness” to the public based on the misuse and exploitation of the words “sameness” and “fairness.” The neoliberal agenda preys on the assumption that society must and will go along with this concept because it aims for “fairness” in education. After all, how could anyone argue against the idea of fairness?!?! Add to that a fear that has been instilled in us about anything that appears to not be the same as us. The neoliberalist view has perpetuated a notion of “difference as deviance”(Gutierrez, p. 117). This fear of being seen as deviant has brainwashed society into thinking that we must all look the same, speak the same, and act the same to be considered a part of the societal “norm.” And, when we do not fit this part, we will not receive “fair” treatment.
So, let’s dissect this concept of “sameness as fairness.” First, take a look at the word “sameness.” In the educational arena, when we speak of sameness, we refer to treating ALL students as ONE specific student. As set forth by the neoliberal agenda, this ONE specific student that our educational climate caters to is male, English speaking, middle to upper class, and has no physical or learning disabilities. However, as we all know because we do not live under rocks, our national student body does not look like this. In fact, our nation’s students are a diverse, eclectic group that has a variety of races, cultures, languages, experiences, classes, etc. Because current educational policy acknowledges only ONE specific student under the notion of “sameness,” we fail to reach, include, and empower individual students. Jackson and Cooper assert students achievement can occur when teachers encourage “relationships that they [students] believe appreciate their identity and honor them as individuals” (2007, p. 246). We cannot recognize our students as individuals when we hold onto the tenet of “sameness.” In addition to this, our schools’ populations reflect that of the country’s population: diverse. We are not the same. Therefore, the use of the word “sameness” is not only inappropriate and unfounded, but also extremely wrong.
Neoliberalist views also throw around the concept of “fairness.” Society is forced to buy into the idea that we must strive for “fairness” in education. However, I contend that it is not “fairness” but equity in education that we must strive for. All students must not only be ensured, but must also receive and have access to an equitable education. True, “fairness” may be an impetus to equity. “Fairness” at times may impact equity. But, we also must understand that what is equitable may not always be “fair.” The concept of “fairness” is an abstract and subjective idea. This idea of “fairness” is not only emotionally driven, but situational as well. What may be considered “fair” to some, may not be “fair” to others.
On the other hand, equity is a goal we must achieve in education. Equity can be substantiated with tangible evidence. When ALL students have better performance rates, when drop-out rates decrease, when urban schools receive the proper equipment and tools for their classrooms, we are headed in the direction of equity in schools. But we must recognize that sometimes equity does not necessarily mean “fairness.” At times, some practices on this road to equity may be un”fair.” For example, Jane may require additional time on her math test. John may see this accommodation that provides Jane with an equitable education as unfair to him. However, this practice ultimately helps to guarantee Jane with an equitable education.
Yet again the neoliberal agenda has manipulated and deceived society. By throwing out words like “sameness” and “fairness,” we are manipulated into buying into the notion of “what is right for one is right for all.” However, we know this not to be true. Only when terms like “individual” and “equity” are added to the discussions of educational reform can we ensure proper and equitable education for each individual student.
Sunday, June 26, 2011
Saturday, June 18, 2011
Education is not preparation for life; education is life itself. ~John Dewey
"After all these years of common schooling, we still have no real way of knowing if students are learning" (Tuck, 2011). Wow! What a heavy and complex statement! Yes, I do agree with this statement. And, I also believe that we really need to begin conversations with educators, parents, students, and community members to begin educational reform so this sentiment does not ring true. However, I contend that there must be some clarification added to this statement to make it a bit more telling.
Under current neoliberalistic policy there are supposed tools (standardized tests) in place to measure a student's learning. Yet, as evidenced by our readings, these tests not only discriminate against large sectors of our student population, but they also do not provide much insight for the long term effects of a student's understandings. Because the results of these high-stakes tests have been bureaucratically made to be the single-most important factor not only in earmarking a student’s success, but also "determining" teacher competence, and designating district funding, we so have produced an educational system where teachers are pressured into “teaching to the test.” And, we create students who focus on remembering facts just long enough to pass a test. Because accountability and “assessment drives education,” (Carini, p. 171), curriculum is thus centered around what is being tested on., leaving absolutely no space for anything that is not on these tests. Lipman points out that, “accountability policies promote[d] a narrow focus on skills to high-stakes tests” (Lipman, p. 53). When we restrict our curriculum to such confinements and only teach what is being tested, our students are being cheated from a well-rounded education. In essence, it is not our students who are failing, but we are failing our students.
Due to the overwhelming emphasis we place on standardized tests, our students have adapted to this type of short-term learning. They retain what they need to in order to pass a test. Once the test is over, students often lose the knowledge. In a sense, students master the art of regurgitating facts without really delving into the subject matter. In her works in various educational settings, Keene points out that there is an undeniable, common theme throughout all schools. "The surroundings may be different and the kids may be less concerned about getting into college, but the symptoms are identical: the kids are disengaged, don't retain and reapply concepts, and don't articulate their thinking"(Keene, p. 28). Because we are forced to overload our students with outrageous amounts of "stuff" to retain in order to pass a test, they rarely get the opportunity to really grasp ideas in a way that they can preserve this knowledge.
In addition to the current system of a lop-sided curriculum, the standardized tests that we use to measure a student’s success are biased. Hilliard points out that, “the results of standardized testing favor children who speak common American English simply because these children are able to respond to questions that are couched in a familiar language based upon familiar experiences,” (Hilliard, p. 98). In other words, if a child does not have access to or experience with this “familiar” language and these “familiar” experiences, their results are not going to be labeled satisfactory. How can we have such a display of diversity in our public educational system, yet fail to include these diverse populations in creating a fair, unbiased curriculum and assessment of said curriculum?
Going back to the original statement by Dr. Tuck,- Yes, we do have tools in place that are supposed to measure a student's learning. And, we are led to believe by bureaucratic neoliberals that they are effective. However, as evidenced above, the numbers-based results that these biased assessment tools often give are far from accurate. Therefore, yes, I agree- current educational systems do not have a real way of fully knowing a student's learning success.
With the aim of "knowing if the students are learning," I maintain that we need to look at our educational policies and practices in relation to assessing our students' knowledge. We need to focus on reaching all children. The only way that this can be done is by recognizing each individual child. And when I say recognize, I do not just mean to observe that student's presence. We really need to draw all students in, understand them, appreciate and respect them; we must know our students. Next to the home environment, school is where a child spends most of their critical and influential time. To fail to know your students, is to fail them.
Carini states that, “each child who comes through the door brings along his or her individuality and so inevitably makes some contribution, welcome or unwelcome to the variety and diversity of the class,” (p. 169). Why aren’t we welcoming their individuality and diversity? When we begin to stray from our current cookie-cutter model of education and really look at students as individuals offering diversity, all students can be reached. Under current policy and practice, we have not provided our children with a system that recognizes all and allows all to participate in. Therefore, how can we expect all to sit, regurgitate, and master assessment tests?
Although at first glimpse it may sound absurd, I suggest we start looking at how we educate our children in their earliest years- look at our preschools. What do they look like? How do they differ from grade and secondary schools? Are all children participating in the class? Because for many children preschool may be their first experience in a new social and learning setting without their parents, preschools are generally designed to contain a special element for all students- painting area, building blocks, book corner, water table, arts and crafts section, play area, circle time, etc. And, what these diverse areas do is appeal to children and their types intelligences that they bring to the classroom. When these intelligences are appealed to, children are drawn out and actively participate in their education.
The idea of different intelligences is something that is basic and taught in most fundamental child psychology courses. Howard Gardner, social psychologist, suggested that “human beings have several different ways of learning and processing information,” and proposed the theory of Multiple Intelligences (http://en.wikipedia.org/wiki/Howard_Gardner). The theory contains eight different areas: spatial, linguistic, logical-mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalistic, and existential (http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences). Along with the idea that a person has varying abilities, Gardner also asserts that these abilities are not interdependent (www.wikipedia).
So, again, let’s go back to a pre-school/nursery school class and watch what happens in that setting. Some may see what appears to be a free-for-all, while others may observe controlled chaos. As a parent of a three year old that attends a preschool, I have first hand knowledge of this arena. Abigail’s teachers appeal to all different abilities. Recently they read an Eric Carle book, The Very Hungry Caterpillar, and worked on it for a few weeks. For those unfamiliar with this book, I have added a video of it at the end of the blog. Within this unit, the children created a classroom mural retelling the story, watched live caterpillars hatch into butterflies, made a song and “worm” dance, spoke about the digestive system briefly, and presented it to the parents for Parents Day. Here is a perfect example of multiple intelligences. Some students were able to excel in the artistic mural, while others really could get down to their new song, and others very articulately explained the process of metamorphosis.
There was no formal assessment at the end of this unit. Abigail did not come home from school, stressed out, trying to cram for a test. However, teachers and parents were both very aware of each child’s understanding. We need to realize that just as there are different ways to learn something, there are different ways to assess one’s understandings. The most accurate and informative way of assessment is through teacher observation. A teacher should best know their students, and be able to gauge, on an individual level, what their students abilities are. Students invest years and years in their education. We should be able to invest the time in them that it takes to individually and personally get to know them. When this is done, students become empowered and discover just how important they are in their own education.
On a side note: Abigail’s “Flying-Up” Ceremony was this week. This means that come September, she will be in the next class. Instead of having the children present the parents with their “academic” (123’s, ABC’s, shapes, colors, etc) learnings from the year, the children reenacted another book by Eric Carle. In addition to this, each child was presented with an “Award of Recognition.” These awards were not awards for the “best” of anything. They did not encompass academic learning (best counter, best at colors, etc). Instead, these awards embraced each, individual child, and what they brought to the class. Children were praised for their “amazing” skills and talents. Awards included “Amazing Playmate”- for playing with a different and new classmate everyday, “Amazing Turn Taker,” “Amazing Hugger,” “Amazing Question Asker”- for being so inquisitive.
Under current neoliberalistic policy there are supposed tools (standardized tests) in place to measure a student's learning. Yet, as evidenced by our readings, these tests not only discriminate against large sectors of our student population, but they also do not provide much insight for the long term effects of a student's understandings. Because the results of these high-stakes tests have been bureaucratically made to be the single-most important factor not only in earmarking a student’s success, but also "determining" teacher competence, and designating district funding, we so have produced an educational system where teachers are pressured into “teaching to the test.” And, we create students who focus on remembering facts just long enough to pass a test. Because accountability and “assessment drives education,” (Carini, p. 171), curriculum is thus centered around what is being tested on., leaving absolutely no space for anything that is not on these tests. Lipman points out that, “accountability policies promote[d] a narrow focus on skills to high-stakes tests” (Lipman, p. 53). When we restrict our curriculum to such confinements and only teach what is being tested, our students are being cheated from a well-rounded education. In essence, it is not our students who are failing, but we are failing our students.
Due to the overwhelming emphasis we place on standardized tests, our students have adapted to this type of short-term learning. They retain what they need to in order to pass a test. Once the test is over, students often lose the knowledge. In a sense, students master the art of regurgitating facts without really delving into the subject matter. In her works in various educational settings, Keene points out that there is an undeniable, common theme throughout all schools. "The surroundings may be different and the kids may be less concerned about getting into college, but the symptoms are identical: the kids are disengaged, don't retain and reapply concepts, and don't articulate their thinking"(Keene, p. 28). Because we are forced to overload our students with outrageous amounts of "stuff" to retain in order to pass a test, they rarely get the opportunity to really grasp ideas in a way that they can preserve this knowledge.
In addition to the current system of a lop-sided curriculum, the standardized tests that we use to measure a student’s success are biased. Hilliard points out that, “the results of standardized testing favor children who speak common American English simply because these children are able to respond to questions that are couched in a familiar language based upon familiar experiences,” (Hilliard, p. 98). In other words, if a child does not have access to or experience with this “familiar” language and these “familiar” experiences, their results are not going to be labeled satisfactory. How can we have such a display of diversity in our public educational system, yet fail to include these diverse populations in creating a fair, unbiased curriculum and assessment of said curriculum?
Going back to the original statement by Dr. Tuck,- Yes, we do have tools in place that are supposed to measure a student's learning. And, we are led to believe by bureaucratic neoliberals that they are effective. However, as evidenced above, the numbers-based results that these biased assessment tools often give are far from accurate. Therefore, yes, I agree- current educational systems do not have a real way of fully knowing a student's learning success.
With the aim of "knowing if the students are learning," I maintain that we need to look at our educational policies and practices in relation to assessing our students' knowledge. We need to focus on reaching all children. The only way that this can be done is by recognizing each individual child. And when I say recognize, I do not just mean to observe that student's presence. We really need to draw all students in, understand them, appreciate and respect them; we must know our students. Next to the home environment, school is where a child spends most of their critical and influential time. To fail to know your students, is to fail them.
Carini states that, “each child who comes through the door brings along his or her individuality and so inevitably makes some contribution, welcome or unwelcome to the variety and diversity of the class,” (p. 169). Why aren’t we welcoming their individuality and diversity? When we begin to stray from our current cookie-cutter model of education and really look at students as individuals offering diversity, all students can be reached. Under current policy and practice, we have not provided our children with a system that recognizes all and allows all to participate in. Therefore, how can we expect all to sit, regurgitate, and master assessment tests?
Although at first glimpse it may sound absurd, I suggest we start looking at how we educate our children in their earliest years- look at our preschools. What do they look like? How do they differ from grade and secondary schools? Are all children participating in the class? Because for many children preschool may be their first experience in a new social and learning setting without their parents, preschools are generally designed to contain a special element for all students- painting area, building blocks, book corner, water table, arts and crafts section, play area, circle time, etc. And, what these diverse areas do is appeal to children and their types intelligences that they bring to the classroom. When these intelligences are appealed to, children are drawn out and actively participate in their education.
The idea of different intelligences is something that is basic and taught in most fundamental child psychology courses. Howard Gardner, social psychologist, suggested that “human beings have several different ways of learning and processing information,” and proposed the theory of Multiple Intelligences (http://en.wikipedia.org/wiki/Howard_Gardner). The theory contains eight different areas: spatial, linguistic, logical-mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalistic, and existential (http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences). Along with the idea that a person has varying abilities, Gardner also asserts that these abilities are not interdependent (www.wikipedia).
So, again, let’s go back to a pre-school/nursery school class and watch what happens in that setting. Some may see what appears to be a free-for-all, while others may observe controlled chaos. As a parent of a three year old that attends a preschool, I have first hand knowledge of this arena. Abigail’s teachers appeal to all different abilities. Recently they read an Eric Carle book, The Very Hungry Caterpillar, and worked on it for a few weeks. For those unfamiliar with this book, I have added a video of it at the end of the blog. Within this unit, the children created a classroom mural retelling the story, watched live caterpillars hatch into butterflies, made a song and “worm” dance, spoke about the digestive system briefly, and presented it to the parents for Parents Day. Here is a perfect example of multiple intelligences. Some students were able to excel in the artistic mural, while others really could get down to their new song, and others very articulately explained the process of metamorphosis.
There was no formal assessment at the end of this unit. Abigail did not come home from school, stressed out, trying to cram for a test. However, teachers and parents were both very aware of each child’s understanding. We need to realize that just as there are different ways to learn something, there are different ways to assess one’s understandings. The most accurate and informative way of assessment is through teacher observation. A teacher should best know their students, and be able to gauge, on an individual level, what their students abilities are. Students invest years and years in their education. We should be able to invest the time in them that it takes to individually and personally get to know them. When this is done, students become empowered and discover just how important they are in their own education.
On a side note: Abigail’s “Flying-Up” Ceremony was this week. This means that come September, she will be in the next class. Instead of having the children present the parents with their “academic” (123’s, ABC’s, shapes, colors, etc) learnings from the year, the children reenacted another book by Eric Carle. In addition to this, each child was presented with an “Award of Recognition.” These awards were not awards for the “best” of anything. They did not encompass academic learning (best counter, best at colors, etc). Instead, these awards embraced each, individual child, and what they brought to the class. Children were praised for their “amazing” skills and talents. Awards included “Amazing Playmate”- for playing with a different and new classmate everyday, “Amazing Turn Taker,” “Amazing Hugger,” “Amazing Question Asker”- for being so inquisitive.
Thursday, June 9, 2011
An educational system isn't worth a great deal if it teaches young people how to make a living but doesn't teach them how to make a life. ~Author Unk
It is nearly impossible to be a functioning member of society and not have any knowledge of our current educational crisis. Headlines such as the following scream, beg, and demand anyone and everyone to take a look at our educational system and start making changes.
-“Education Department Increases Its Regulation of For-Profit Colleges”-NYTimes 6/2/2011
-“Idaho Education Firestorm Sparks Attempt at Repeal”-Yahoo News 6/8/2011
- “California Schools in a 'State of Emergency': Do We Really Value Education?” -Huffington Post 6/7/2011
- “The Education Crisis No One Is Talking About” -www.time.com
- “Area School District Budgets Put 213 Jobs in Jeopardy”-Daily Freeman 5/15/2011
- “Evaluation of D.C. Teachers is a Delicate Conversation”-Washington Post 3/9/2011l
It is all so very overwhelming. Where do we begin? Do we tackle it on a political level? An individual level? A professional level? A personal level? And, to add another hurdle, when we cannot agree on what the solutions are, how are we ever going to fix this problem? For many, these may be fleeting thoughts that are pondered for brief segments of time while chewing over the morning newspaper or distractedly listening to the evening news while making dinner. However for those who are directly involved with and impacted by the educational process, these are real, every-day struggles that cannot be forgotten about by simply turning the page or changing the channel. Educators contend with constant fears of being able to not only reach each and every single child, but also, ensuring that her students meet bureaucratically imposed standards.
At a time when such a vast divide exists in our educational system, teachers have become empowered by tapping into their own creativity and ingenuity by developing methods that celebrate and explore their students’ diversity while still teaching a mandated curricula. Educators are using innovative approaches that draw on students’ differing languages, learning abilities, cultures, genders, classes, religions, etc. They are facilitating the educational process by utilizing ideas of multiliteracies to reach all students, whether its is through written word, spoken dialect, song, dance, and so on. Here are a few examples that can be found on the internet of teachers who have exerted their power in curriculum based decisions.
These three short videos prove that it is possible to have power and control in your classroom while following strict guidelines. In addition to this, these educators are reaching children in a subject that is usually difficult for many to digest. As seen in the first video, children are given the opportunity of exploring Shakespeare through different personas. They are laughing, smiling, joking, having fun with the subject, yet learning it, understanding it The second video utilizes the idea of multiliteracies. The children are not only interpreting Shakespeare through a hip hop song, but they used Facebook as the media device to come up with the song. And, finally, the third video illustrates that all children can be reached. Educator Rafe Esquith encourages his student sto examine Shakespeare through music and a collaborative play. In a Los Angeles school district where there is only a 32% graduation rate, not only do all of his students graduate, they all proceed to higher education.
Yes, it is very easy for teachers to let their everyday struggles with bureaucratic policies leave them feeling defeated. However, it is also possible, as evidenced by these three videos, for educators to maintain their influence and control in their students’ education. Once power is rightfully back in the classroom, the helm of the educational process, changes can begin to be made.
-“Education Department Increases Its Regulation of For-Profit Colleges”-NYTimes 6/2/2011
-“Idaho Education Firestorm Sparks Attempt at Repeal”-Yahoo News 6/8/2011
- “California Schools in a 'State of Emergency': Do We Really Value Education?” -Huffington Post 6/7/2011
- “The Education Crisis No One Is Talking About” -www.time.com
- “Area School District Budgets Put 213 Jobs in Jeopardy”-Daily Freeman 5/15/2011
- “Evaluation of D.C. Teachers is a Delicate Conversation”-Washington Post 3/9/2011l
It is all so very overwhelming. Where do we begin? Do we tackle it on a political level? An individual level? A professional level? A personal level? And, to add another hurdle, when we cannot agree on what the solutions are, how are we ever going to fix this problem? For many, these may be fleeting thoughts that are pondered for brief segments of time while chewing over the morning newspaper or distractedly listening to the evening news while making dinner. However for those who are directly involved with and impacted by the educational process, these are real, every-day struggles that cannot be forgotten about by simply turning the page or changing the channel. Educators contend with constant fears of being able to not only reach each and every single child, but also, ensuring that her students meet bureaucratically imposed standards.
At a time when such a vast divide exists in our educational system, teachers have become empowered by tapping into their own creativity and ingenuity by developing methods that celebrate and explore their students’ diversity while still teaching a mandated curricula. Educators are using innovative approaches that draw on students’ differing languages, learning abilities, cultures, genders, classes, religions, etc. They are facilitating the educational process by utilizing ideas of multiliteracies to reach all students, whether its is through written word, spoken dialect, song, dance, and so on. Here are a few examples that can be found on the internet of teachers who have exerted their power in curriculum based decisions.
These three short videos prove that it is possible to have power and control in your classroom while following strict guidelines. In addition to this, these educators are reaching children in a subject that is usually difficult for many to digest. As seen in the first video, children are given the opportunity of exploring Shakespeare through different personas. They are laughing, smiling, joking, having fun with the subject, yet learning it, understanding it The second video utilizes the idea of multiliteracies. The children are not only interpreting Shakespeare through a hip hop song, but they used Facebook as the media device to come up with the song. And, finally, the third video illustrates that all children can be reached. Educator Rafe Esquith encourages his student sto examine Shakespeare through music and a collaborative play. In a Los Angeles school district where there is only a 32% graduation rate, not only do all of his students graduate, they all proceed to higher education.
Yes, it is very easy for teachers to let their everyday struggles with bureaucratic policies leave them feeling defeated. However, it is also possible, as evidenced by these three videos, for educators to maintain their influence and control in their students’ education. Once power is rightfully back in the classroom, the helm of the educational process, changes can begin to be made.
Friday, June 3, 2011
Empowering the Individual
After reading all of our responses to the Discussion Board question pertaining to A.M. Baggs’ short film, “In My Language,” I am a quite bit disheartened by our lack of knowledge of “others.” And when I use this term “others,” I am referring to anyone who displays any characteristic, trait, or action that is different from our individual self and what we, individually or uniquely, view as “normal,” “accepted,” “mainstream,” or “natural.” This could include anyone who: speaks a different language, has learning difficulties, has a different skin color, has a religion other than ours, has a physical disability, etc. Simply put, I am speaking of any one “other” than us. When someone is “other’ than us, it is our responsibility to learn about them- learn of our differences and our similarities. Learn about accommodations that must be made on both ends in order to participate together in a common world. Learn how to coexist.
In this day and age, when Autism affects 1 in 110 children, 1 in 70 boys (www.autismspeaks.org), our failure to recognize the manifestation of this disorder, directly correlates to our society’s lack of inclusive education for all students. Even though Autism is such a common disorder, many of us lack first-hand knowledge and experience with it. And when we come face to face with Autism, we are uncomfortable and unsure of how to act.
In “Becoming Literate in a Second Language: Connecting Home, Community, and School Practices,” Haneda explores the notion of multiples literacies(p.338). Here, she suggests that not only do ELLs(English language learners) participate in a formal literacy(school), but they also take part in a multitude of literacies outside of school. Haneda further asserts that, “while success with academic literacy in English is important with respect to the construction of a viable academic identity, out-of-school literacy practices in multiple languages must be considered equally consequential in the overall development of students’ identities” (p. 338). These “out-of-school literacy” practices that she speaks of can include, but are not limited to: creative writing, blogging, journaling, attending community-based classes, oral story-telling, etc. Unfortunately, these practices, that most ELLs excel in, are either overlooked or deemed as nonacademic practices.
The bond that ties A.M. Baggs to most ELLs is the fact that we(society) overlook their modes of communication, their languages. Current pedagogical practices force educators to “teach to the test.” This allows no deviation from what has been set forth as the standard, yet archaic notion of “reading, writing, and arithmetic.” These practices do not permit ELLs and the A.M. Baggs’ of the world an opportunity to fully participate in our educational systems. It is imperative to each and every individual student’s success to begin discussions of and the use of a variety of learning modalities. As seen in “In My Language,” not every human communicates best with spoken language or paper and pen. There are numerous forms of self-expression. Some include music, art, dance, and acting. And for some, these are the only ways in which they know how to communicate effectively. To dismiss these methods, we dismiss entire populations of people.
The world is diverse. We speak different, we look different, we act different, we LEARN different. When we not only recognize, but also embrace and encourage these multiple literacies, especially in school-settings, all students can be empowered to achieve success. It is key “that educators reexamine their own assumptions of what being literate means in order to create opportunities that enable students to master a wide range of literacy practices with which they can shape their futures in a rewarding and responsible manner”(Haneda, 343). In order for this to be fully effective, we must really be dedicated to inclusive education- an educational setting that includes A.M. Baggs and ELLs. It is here that we can learn from one another. Learn about our differing learning styles, our varying cultures, our vastly different languages. After all, it is “only when people with differences come together will they learn to understand each other, appreciate each other, and live in harmony” (Aguilar, Fu, & Jago, 115).
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