Fortunately, Most Educators have a Vocation to Teach

In March of the present year, students and education employees engaged in strikes across our nation to protest “budget cuts, tuition hikes, compensation reductions, layoffs and privatizations affecting public K-12 schools and universities.” The reason behind the cuts: “They are a direct result of the housing bubble that was created by the reckless policies of the banking industry and the Federal Reserve, from which the financial industry profited handsomely.” (Singsen, 2010.) The unfortunate thing is that the federal government drops the hot potato onto the state budget, and the state pushes the cooked tuber onto the district’s plate, causing our schools' budgets to suffer, and our pockets too.

The irony in all this is that as the influx of money ebbs, the students keep piling in. There has actually been an increase in the amount of students attending public school because their parents can no longer cover the private education tab.

How does this affect a teacher’s standard of living? Less resources for education mean that teachers and other school staff will not get pay raises.

According to the Tennessean, state legislators "unanimously approved a $28 billion budget plan for the state [on June 4th], sending the measure to the governor for his signature," four months after Governor Bredesen had released his proposed budget.

Legislators had been discussing budget cuts to eliminate bonuses and career ladder plans for teachers, among other state employees. These cuts would not affect the 'cost of living' increases that teachers receive on a yearly basis, according to their pay schedule. (nashvillejefferson, 2010.)

However, what about the cost of living of classified employees such as myself, a humble special education teacher assistant? Nothing!!! Let me double-check... Nope, not a penny more! I guess cost of living has no impact on us...

"The Williamson County Schools Board of Education voted ... to submit to County Commissioners a tight budget for fiscal 2010-11, just shy of $220.5 million to operate 37 existing schools, open three new schools, while anticipating a net gain of new students. This represents a mere 3 percent increase over last year’s budget… The board’s goal was to eliminate the impact of a declining budget on classroom teachers." (The Williamson Herald, 2010.)

According to the Superintendent of Williamson County School District, Mike Looney: “This budget leaves very little room for teacher salary negotiations,” and “The WCEA reaction has been positive. The teachers respect that we are in experiencing lean times. They understand in the short run what has to be done.” (The Williamson Herald, 2010.)

Indeed, "cuts to personnel, programs and supplies” were significant. How do these cuts further affect teachers? Fortunately most schools in Williamson County boast extremely supportive parents who go out of their way to provide for the school community: students, teachers and classified staff alike. Nevertheless, teachers do spend quite some money in providing materials to make student learning more fun. Actually, it is quite surprising that only $250 of these out-of-pocket expenses are tax-deductible! (The Hill, 2009.)

So, how happy is your wallet lately? For many of us, the amount of money that we derive from the hours of labor is important to some degree. It determines whether we eat hot dogs or steak, and whether we can register our kids in competitive sports versus recreational leagues.

Becoming a teacher today is a compromise between economy and vocation. There are many people with vocation who are willing to forgo a certain economic status in return for the satisfaction of influencing the lives of our future generations, in many more ways than academics.

Indeed, studies have proven that "the importance of the classroom experience in teacher satisfaction confirms the conclusion that the gratification of higher-order needs is most important. Nonetheless, ... teachers felt that pay incentives would improve morale." (Bishay, 1996.)

Multiculturalism: Another Means of Social Control in the Classroom

In the United States, 'multicultural' is a concept that carries both positive and negative connotations. Some use it to 'separate' individuals and others to 'reconcile' differences. Similarly, educational institutions either embrace and build upon the multicultural reality of our students or deny its relevance and try to hammer down the opportunities it presents into a pile of inconvenient splinters. We must be vigilant to ensure that the classroom setting does not "set group against group … [or] … hinder the educational excellence and fairness [that multiculturalism] was conceived to enhance." (Hirsch, 1992). Enright (2003) asserts that "Education does not 'polish off' a society ... but rather is the fundamental pillar of the structure that helps to makes society civilised in the first place." The public education system will continue to influence future generations of Americans, so multiculturalism is a paradigm worth reviewing.

As a Special Education Teacher Assistant at an elementary school in Middle Tennessee, I can appreciate how perceptions on 'multiculturalism' trickle down from the state education departments, through district school boards, onto school administration desks and finally to the teacher, who has a direct impact on the opinions that a student will form, both consciously and subconsciously. Social control at its best. According to Spring (1984), the education boards who determine the values and priorities that are set in motion across school communities, are usually composed and controlled by 'local elite business groups' who mainly pursue their own economic interests.

Schools have always been a breeding project, and the powerful have always decided who gets what, when and how. The earlier immigrants, white-race communities of European-culture descent, first granted education only to those males who had claims on 'real estate property inheritances'. (Economic resources translate into power and rights. Duh!) Later, after much struggle and sacrifice others acquired the right to learn in a formal educational setting: poor white men, then white females, and finally minorities. Would the powerful and rich hand over the privilege of education out of the goodness of their hearts? Definitely not! According to Ross (1922), free public education is “an economical system of police.” So, educating 'the poor fellow' had a purpose: “The molding of his will by social suggestion, the shaping of his ideas by education, the enlightment of his judgement, the setting up of shining goals and black scarecrows in the field of life to influence his choices." Ross (1922). A mechanism of social control paid precisely by those that are controlled by it!

Back in the classroom, the interest that the teacher invests in the subject, the instruction methodology, and the depth of the content itself, all feed into the general acceptance or rejection of 'multiculturalism', or any other topic for that matter. At the school where I work, I have seen descendants of the 'earlier immigrants' proudly celebrate their European background (and they should!) while children from minority cultures seem, in general, to be embarrassed by their heritage. WHY? It has to do with their perception of where their value as individuals lies. They have based their self-esteem on outside factors - factors that they do not control. Subjected to stereotypes and discrimination, as children they are victims. Society tells them that their faith, their values, their strengths, their intelligence, their feelings are not enough to grant them membership into the American society.

The good news is that it never meant to be personal. It is not something new nor is it only happening in our country. ''This is not just about the immigrants. It's about human and civil rights, it's about all marginalized, under-privileged people in the United States.'' (Kyriakou, 2006).

Moreover, this has nothing to do with national identity, either. We all have an individual story and then a common story. Both are important. The thirst for power is what fuels the use of a school system to feed perceptions, to predetermine skills and knowledge that guarantee the success of an economic model, to perpetuate one race over others. To what lengths will people go to retain what they feel belongs to them? History has taught us that they will do even very terrible things.

In 1849, the American Academic Herman Melville said about this nation: "Settled by the people of all nations, all nations may claim her for their own." Furthermore, "it is a universal historical fact that every ethnic culture existing today is an assimilated product of earlier cultural imperialisms." (Hirsch, 1992). Why the more recent anti-immigrant sentiment? The WHIM and DESIRE of the powerful leaders of policy formulation and the trite insecurities common to their followers - insecurities that turn into selfishness, disguised as the more intellectual sentiment of 'prejudice', which in turn is supposed to justify the displays of pure meanness and lack of decency.

This is my bias - tainted by the eye of the beholder syndrome. In our society, there is a bias too - it lies in the heart and will of the powerful policymaker who seeks to control society by nullifying the common man's spirit and intellect.

References

Enright, Olwyn. (2003). The Role of Education in a Civilised Society. Retrieved on June 23, 2010 from http://www.finegael.ie/PubUploads/ACFCBF.htm

Hirsch, E. D., Jr. (1992). Toward a Centrist Curriculum: Two Kinds of Multiculturalism in Elementary School. Core Knowledge Foundation. Retrieved on June 23, 2010, from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED362284&ERICExtSearch_SearchType_0=no&accno=ED362284

Kyriakou, Niko. (2006, March 29). Organizers see 'New Civil Rights Movement' in Immigration Protest. Retrieved on June 23, 2010, from the CommonDreams.org Web site: http://www.commondreams.org/headlines06/0329-03.htm

Ross, Edward A. (1922). Social Control: A Survey of the Foundations of Order. New York: The Macmillan Company. Retrieved on June 23, 2010, from the Google Books Web site: http://books.google.com/books?id=HhndAAAAIAAJ&printsec=frontcover&dq=social+control&source=bl&ots=C5VKhRbA8e&sig=VgxVMTv4mThARnu8zGHjxk11od4&hl=en&ei=jWIiTPWANcP-8AahuIiBBQ&sa=X&oi=book_result&ct=result&resnum=8&ved=0CDYQ6AEwBw#v=onepage&q=education&f=false

Spring, Joel. (1984). The Structure of Power in an Urban School System: A Study of Cincinnati School Politics. Curriculum Inquiry, 14(4), 401-424. Retrieved on June 22, 2010, from http://www.jstor.org/stable/3202264

StateUniversity.com (n.d.). Social Organization of Schools - American Public Schools in Context, The Purposes of Schooling, Defining Organizations and Bureaucracies. Posted on June 23, 2020, to http://education.stateuniversity.com/pages/2430/Social-Organization-Schools.html

Multiculturalism as a Paradigm of Public Schooling in the United States

It is Friday night and you are headed to your favorite restaurant, to sit with your 'honey' at your favorite table. As you enter the establishment, you see there's a lot of people. You push your way through as you rush to your favorite cozy corner and then ... you find someone else sitting at your table! As you try to overcome your feeling of horror, you notice that the intruders look like they THINK they're going to stay there for quite a while - at YOUR table!

Let's say that these people who have dared to trespass into your leisure space, actually look physically like you - same skin color, eye color, hair color. They speak your language. As a matter of fact, you've known them since your childhood. They are still a NUISANCE because they have upset your Friday night ROUTINE - you are forced to CHANGE your plans!!!.....

Now imagine that the intruders do not look physically like you - imagine their hair color, eye color, skin color… It is different. They don't even speak your language correctly... Does your irritation increase exponentially? I must remind you though, that the infringement into your cozy corner has not varied. Are you more upset? If you are, where does this added selfishness, ineludible aspect of our human nature, surge from? Are we genetically wired to reject slightly altered versions of our species? Or, is our irritation basically complicated with the feelings of intimidation and fear that we have learned to associate to the topic of race and cultural differences?

So how does this anecdote relate to the topic at hand? If I were speaking lightly, I would say that people who do not tolerate other cultures and races need to stop acting like complacent and spoiled children. After all, whether it was 200 years ago or 2 days ago, those who have migrated to this country did so because they were striving for a better standard of living and more opportunities for their children.

Nevertheless, if I search my soul and speak more sensibly, I'll admit that I, too, have made decisions inherently based on the culture and race of those surrounding me. For example, where did I choose to buy my home? I chose to purchase a home in a particular area based on the desire to provide a certain standard of living, safe environment and quality public education to my four children. Anyone who has bought real estate can appreciate what I am aluding to - the relevance of checking out who one's neighbors will be.

Multiculturalism is a complex subject. It "oppresses migrants" as it creates a stereotyped 'place' that the migrant is expected to fill in the society he has moved to. (Treanor, 2003). Celebrating differences may actually conspire to confine/limit the immigrant as it may end up 'upholding' differences within the new context or environment. However, multiculturalism has some positive aspects too: it reflects the reality of our society today: "… and the truth shall set you free." (John 8:32). Denying that which is evident, can be emotionally hurtful as well as psychologically damaging to individuals.

In an educational setting, "multicultural education employs a variety of curricular, instructional, and other educational practices." (Webb, Metha & Jordan, 2010: 219). By addressing learning characteristics of different cultural groups, instruction is made more effective. However, programs that may represent life-saving boards to children who are new to the school system, could actually cripple them (educationally and socially) if maintained beyond a reasonable length of time. The school system's focus needs to be "education about cultural differences rather than education for the so-called culturally different." (Gibson, 1984)

Gibson (1984) analyzes five conceptualized approaches to multicultural education in the United States. "Education About Cultural Differences or Cultural Understanding" is the most appropriate approach, in my opinion. This approach reflects respect for the country that we now call our home, as well as for the personal story behind different faces. Additionally, it allows for the culturally different children to start adopting as part of their identity, the culture and customs of the United States of America.

Multicultural education will generate classrooms that boast students from different cultural backgrounds. "Given that individuals can and normally do develop competencies in multiple cultures, the question for educators is how best to create learning environments that promote rather than inhibit the acquisition of multicultural competencies." (Gibson, 1984). These children will have wonderful opportunities to engage in enhanced academic and cultural experiences. More importantly, by being exposed to different cultures, these individuals will more likely develop tolerance and a deeper sense of decency and equity than those who are not.

References

Gibson, Margaret. (1984). Approaches to Multicultural Education in the United States: Some Concepts and Assumptions. Anthropology & Education Quarterly, 15, 1, 94-120 . Retrieved on June 20, 2010, from http://www.jstor.org/stable/3216446

Treanor, Paul. (2003). Why Multiculturalism is Wrong. Retrieved on June 20, 2010, from the InterNLnet Web site: http://web.inter.nl.net/users/Paul.Treanor/multicult.html

Webb, L.D., Metha, A., & Jordan,K.F. (Eds.). (2010). Foundations of American Education. Columbus, Ohio: Merrill.

Religion is not Tolerated in Public Schools

The debate about religion in schools seems trite in the year 2010. Indeed, there is a strong legal basis to the argument of separating religion and state. Moreover, the origins of the great nation we live in are definitely founded on the individual's right to exercise - or not - the religion of their choice. Maybe the key to our problem is the underlying paradigm - whether our society is more like a 'melting pot' or a 'salad bowl'. Assimilation versus multiculturalism. The melting pot presumptuously implies "different elements 'melting together' into a harmonious whole with a common culture". (http://en.wikipedia.org/wiki/Melting_pot)
The salad bowl imposes "the acceptance or promotion of multiple ethnic cultures, applied to the demographic make-up of a specific place". (http://en.wikipedia.org/wiki/Multiculturalism)

America was born and baptized in a "religious bloodbath". The very first pilgrims fought each other in the name of religion. (http://www.smithsonianmag.com/history-archaeology/hidden-history-excerpt.html?c=y&page=1)
Although the nationality of the first pilgrims and the exact date of their arrival may be questioned, there is no doubt that they came "to escape religious persecution and government oppression" in Europe. (http://legal-dictionary.thefreedictionary.com/Religion)
In 1789, our founding fathers guaranteed an individual's freedom for religious choice through the First Amendment of the Constitution: "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof". (http://topics.law.cornell.edu/constitution/billofrights)
However, even then, many colonies and states ignored this precept and adopted a specific religion as "the religion of that region".

Today, people still try to question the scope of religious freedom. Like politics, religion reflects the best and the worst of human nature. Beliefs that should foster enlightening spiritual journeys are sometimes mainly validated through conspicuous, rigid practices. Religious differentiation has, throughout time, given men an excuse for intolerance. Religion is polemical in all scenarios, even in our schools - or should we say, especially in our schools.

In our public schools, children from a rich diversity of backgrounds come together to learn in a systemized and safe environment. (It is funny to think that these two terms - 'systemized' and 'safe' - could coexist, given that many educators - including Gatto - would label them as opposites!) The assimilation paradigm adopted by our school system commands them to be treated as if they were all alike, to downplay characteristics that are different. Religion is one such non-conforming characteristic.

Schools today are the scenario for power struggles over what constitutes freedom of religion. For example, an Illinois state law "requiring public school students to observe a moment of silence meant for prayer or personal reflection at the start of each school day" was challenged by an atheist parent and ruled against on the grounds of unconstitutionality. (http://www.usnews.com/education/blogs/on-education/2009/01/22/religion-in-schools-debate-heats-up)
District Judge Robert Gettleman postulated that the state law was "an unconstitutional breach of the separation of church and state" thereby granting the removal of the state law. Supporters of this law claimed that the student could exercise "personal choice whether to pray or reflect more generally". In spite of the First Amendment's command for "freedom of religion", the judge denied this right to those who wanted to pray during this quiet moment. (What a positive effect this would have on a student's day - to prepare for the new day by assigning a brief minute or two to reflect or pray!)

The reason behind this ruling - besides the probable whim and personal beliefs of the judges: the US Supreme Court "not only prohibits any government from adopting a particular denomination or religion as official, but requires government to avoid excessive involvement in religion." (http://www.religioustolerance.org/scs_intr.htm)
Public schooling is provided by the State - hence, the undesired intermingling of state and religion.

In Texas, biologists and social conservatives demanded that the State Board of Education revise the curriculum to eliminate the terminology and focus that prompted student evaluation of "the 'strengths and weaknesses' of all scientific theories". (http://www.usnews.com/education/blogs/on-education/2009/01/22/religion-in-schools-debate-heats-up)
They claimed that this recourse was used by teachers "to slip creationism into the classroom."

A final example of religion being misconstrued in the school environment: when it is perceived to enter into a conflict with patriotism. Showing national pride by displaying respect to the national symbols should be embraced by all those who appreciate their nation. Indeed, all religions establish that the supreme being that they honor should matter most to the individual. In the case of religions that are oriented towards positive principles, no conflict is created between State and God. (http://lcweb2.loc.gov/cgi-bin/query/r?ammem/mcc:@field(DOCID%2B@lit(mcc/016)))

Our founding fathers believed that "the interests of society are best served if individuals are free to form their own opinions and beliefs." (http://legal-dictionary.thefreedictionary.com/Religion)
However, freedom of religion for all appears to have been interpreted as freedom of religion for 'none' - only the atheists benefit from the constraints that are placed on those who do hold religious beliefs and practices. It is indisputable that validating all the different costums is hard - however, it is also so very enriching and more importantly - it is our national reality! Multiculturalism calls for differences to be acknowledged, shared and celebrated.

In the end, how do we solve this problem which literally pushed our ancestors across the ocean, which tainted the inception of our new nation, and which still plagues our daily relationships in most social interactions. I would like to sum it up in one word: tolerance. (I must admit I have recently taken a liking to this word. I am treating it like a panacea. I understand, tolerance may have its limits!)

I picture 'tolerance' as a gentle hand stretching out in a helpful gesture. Intolerance, in my mind, adopts the shape of a weapon-bearing hand, ready to inflict plenty of pain. Tolerance is a virtue that has a concrete impact on the quality of a person's life, as well as that of those with whom he or she comes into contact with. Different groups may act together to display their tolerance or intolerance of other groups or ideas. Tolerance, or the lack thereof, will become a habit ingrained in a person's character, and can also be adopted at a higher level of conscience as a principle leading that person's life.

Innovative Educators Reap Great Rewards despite the Flaws of the Public Education System

For the past two years, my experience in public schooling has been the typical educator's roller coaster ride, with unexpected bumps and dips, prolonged highs and heart-stopping lows. I jumped onto the roller coaster as a classified staff member in the special education team in an elementary school, burdened by no huge expectations but rather dreading that I might not find a 'fit' in the teaching profession. Already blessed with four children of my own, I felt fulfilled with my existing 'mommy' responsibilities. Honestly, I was not sure that I had the energy to bestow the same degree of dedication and care upon these 'other' children - and I knew, that giving them less than that would not be fair. After all, children's characters, disposition, and values are inevitably influenced by the educators to whom they are entrusted for so many hours every school day.

Enter 'I' into a system that has been churning for quite some time. I immediately see that, in general, students don’t seem challenged although teachers are committed, and students don't retain concepts despite the creativity of the lesson plans being used. Students who learn differently or who have behavior issues either disrupt the pace of learning or are left behind. Communication attempts between staff are mostly blunt interactions to establish rights and wrongs rather than sessions of collaboration to pursue across-the-board improvement. Why am I not surprised? After all, in any profession, conflicts result when people have to work together.

And so, what causes such inefficiencies? Gatto blames the 'Makers' for creating the present public schooling system which he views as detrimental to society as a whole. (http://www.johntaylorgatto.com/historytour/history1.htm)
Yet, there are blatant benefits of 'compulsion schooling'. To name one, parents may otherwise neglect their children's development. The children of such parents would not be exposed to much of what the world has to offer. How could these children develop a desire to pursue that which they cannot even fathom? Does knowledge, whatever form it may come in, not catalyze thoughts, thus forcing the mind into action and possibly stirring some curiosity?

Furthermore, even if all parents engaged responsibly in their children's education or paid someone else to do it, wouldn't it behoove society to evaluate the effectiveness of the methods employed? How would parents know if they are getting their money's worth?

And money is definitely the key to the problem. Gatto mentions that it all starts in the 20th century, as a result of world wars and economic upheaval. (http://www.johntaylorgatto.com/historytour/history5.htm)
I'll say that it all started when some ambitious genius created that instrument that carries indiscriminate value and power - money. We all need money today, and those who badly want it will employ any means to obtain money and the privileges associated with it. Enter the 'Makers'.

Henry Ford, as per Gatto's terminology, is a 'Maker'. He introduced the assembly line that "revolutionized American society and molded the world we live in today". (http://www.mackinac.org/4926)
Firstly, his innovations turned a luxury (a vehicle) into a commodity available to all income groups. Secondly, his assembly line concept was adopted throughout enterprise and government. This concept gave many people a little piece of the puzzle, but gave no one enough knowledge to piece the whole puzzle together - or worse yet, to pull the puzzle apart. There must have been the hope of increased productivity and profit. But, were the 'Makers' intentionally systemizing the social make-up of society, with a small wealthy group manipulating the large middle-class that it employs. After all, people who know only a small part of the process, should earn only a small part of the profit. The impact on schooling: "consolidation into larger districts under the factory principle of economies of scale". (http://www.mackinac.org/4926)
Sir Ken Robinson, author and educator, declares: "The problem is that educating young people is not like making motorcars -- at all". (http://www.deborahmeier.com/index.htm)


Students encounter a school system that applies the same methods for all, and that focuses on getting them career-ready... (http://achieve.org/about-achieve)
Hmm?! The one-size fits all approach is truly not effective - I have seen it at work. Sir Ken Robinson wisely asserts that human flourishing (in education) is comparable to an organic process such as the agricultural system and not to the mechanical process which is presently used by schools. (http://sirkenrobinson.com/skr/)
But the root cause has more to do with the economic and social policies that our governments adopt than with the actual school system which is but a by-product of these policies. The source of the problem are the 'macro' policies that define the rules of enterprise - and yes, that definitely smells of 'Makers' like Henry Ford.

The 'Makers' have definitely had an impact in the make-up of the public school system. In fact, I am mortified by my responses when interviewing for my job: "I understand the importance and know how to support and make the school system work"! It seems like I am a supporter of the existing system!

This oppressive feeling that doomsday is approaching suddenly fades away when I think of the children, the faces with names who attend public school. Smiling faces, excited about their learning experiences. Others, sadly, not so happy, a clear manifestation of a child that is not thriving in the learning environment provided to him or her. Indeed, there are teachers who limit the faculties of a child. Fortunately, there are many more teachers who, on a daily basis, touch the lives of students, fostering their success and their positive choices. Enter the 'Innovators'.

One such brave 'Innovator' is Deborah Meier (born in 1931), who stood up to the challenges of public schooling in New York City's East Harlem district. The greatness of her achievement lies in the fact that she worked within the system to create synergies with the resources available to her. By empowering teachers and parents, Meier created an environment that encouraged family participation and active learning - she enhanced the learning experience of her students and their families. (http://www.pbs.org/kcet/publicschool/innovators/index.html)


I am not a 'Maker' - I have no financial, industrial or service empire that would provide me the economic means to determine and implement a method of doing business in a macro scenario. If I were to acquire the economic means, I sure hope that I do not concoct to stunt the growth of others. The 'Makers' created great changes in schooling, unfortunately mainly intended to guarantee them great economic returns - indefinitely.

I do wish that I develop the courage and foresight of so many 'Innovators' that currently teach. Although I find many benefits in systematization, a teacher must have and must display knowledge, creativity, resourcefulness, consideration, discernment and forward-thinking in order to engage students' interests and exploit their strengths.

Welcome to Educate Ivette!

We are living in a global context, and technology and ever-changing social demands place continuous stress on our STUDENTS, the FAMILIES that support them and the EDUCATORS that strive to lead them!

Let us work to develop more effective and fun educational practices across our public and private school systems! Let's put in place the  support systems that will help all families thrive. 

Hi! My name is Ivette and my motto is: there is LEARNING to be done, no matter where you are in life or why. Yeah! YOUR life is what YOU make of it! And you can SOOO impact the lives of others that you just should consider doing it if you haven't yet    :)

If we can tap into our passions we will pursue excellence. If we embrace compassion we will have the patience and tolerance to learn about things that are 'different' and work together to make a better world. Knowledge and Love will push us forward in this quest.