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nbnguyen's picture

Our future trip

Through our readings in class, I understand more about the schools in American cities. Therefore, I have some expectations about the school we are going to visit. Pictures about the high school we saw in class on Thursday somehow fostered my expectations. I guess most students are black and from working class. I expected that the quality of education is not up to the US standard as Traub described in his article. However, I desire to see something that challenges to what I expected. I want to have a different point of view in the future. I want to know whether this high school is one of a few successful stories about public education in the US.

aybala50's picture

A Dream Within a Dream

http://aybala50.glogster.com/a-dream-within-a-dream-/

 

jfwright's picture

"Called Me Crazy": Insanity and Non-Normative, Butch Identities

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          As Eli Clare describes in Exile and Pride: Disability, Queerness and Liberation, queer identity has been treated as madness, and queer people have been pathogized and condescended to for centuries:

“[q]ueer identity has been pathologized and medicalized. Until 1973, homosexuality wasconsidered a psychiatric disorder. Today transsexuality and transgenderism, under the names of gender dysphoria and gender identity disorder, are classified as psychiatric conditions. Queerness is all too frequently intertwined with shame, silence, and isolation…[q]ueer people deal with gawking all the time: when we hold hands in public, defy gender boundaries and norms, insist on recognition for our relationships and families…Queer people have been told for centuries by church, state, and science that our bodies are abnormal” (Clare 2009:112-113).

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AmyMay's picture

Diffracting and Entangling System-Correcting Praxis

Diffracting and Entangling System-Correcting Praxis

            In my post from week 4, I posited a question to the class: what place do diffraction and entanglement have in practices of system-correcting praxis?  Are the concepts diametrically opposed?  To answer this question, it is necessary to delve deeper into the theoretical and functional foundations of correcting vs. system challenging praxis.  Only by understanding the problems inherent to these types of activism can we utilize diffraction and entanglement to improve their implementation.  Integrating processes of diffraction and entanglement into system correcting activism offers a way to prevent the passive subscription to existing systems of power inequality and reduce the disabling nature of enabling acts.

j.nahig's picture

Our visit

I'm not sure what to expect from our visit. I didn't know until last class that the school was an exam school. When I heard this, I felt an unexpected internal change of attitude toward the school - as though I changed my opinion of what I would expect the school to be. This strong emotion shocked me. Based on previous experiences with exam schools in urban areas (Boston), they tend to be the "better schools" within urban districts. Therefore, when hearing that it was an exam school, I immediately assumed that it would be less of a decrepit and "demoralized" urban school that our readings have discussed and that I have witnessed. Regardless of whether or not exam schools are always the "better schools" in urban districts, I'm surprised that my expectations changed so instantaneously upon learning that it wasn't an 'everyday' urban public school.

I'm sure that it's being an exam school will have some effect on the atmosphere, but I'm not entirely sure how that effect will manifest itself. Will it be more competitive? Will it reflect the overall racial and socioeconomic distribution in Philadelphia, or will it be somehow disproportionate? Based on the experiences I have had with exam schools, I think it will be filled with students whose parents place a high value on education. I also expect the students to be smart and motivated to learn. I'm looking forward to talking to students, and I'm hoping that they won't view our visit as an intrusion, but instead as a chance for us to learn from each other. In short: I'm excited for our visit!

kganihanova's picture

High School visit

I'm not sure if I'm more excited or scared to visit the high school. For one, its a selective public school, the kids must be smart and I sometimes feel like I'm just bumbling through education. I expect to meet interesting people and also to be able to connect on an issue with at least one person. However I'm scared to expect anything too fantastic and then be disappointed when perhaps the visit does not go as planned. I mean no offense to the high school students but I don't know what to expect personality wise. I would probably ask what parameters were put in place for admission and also what drew them to the high school specifically (just like customs week haha).

someshine's picture

Who was Ssehura/Sartjee/Saartje/Saat-je/Saartji/Saat-Jee/Saartjie/Sara(h) ?

S.B.

 

A Poem For Sarah Baartman

by Diana Ferrus

listen to her reading

I’ve come to take you home –
home, remember the veld?
the lush green grass beneath the big oak trees
the air is cool there and the sun does not burn.
I have made your bed at the foot of the hill,
your blankets are covered in buchu and mint,
the proteas stand in yellow and white
and the water in the stream chuckle sing-songs
as it hobbles along over little stones.

I have come to wretch you away –
away from the poking eyes
of the man-made monster
who lives in the dark
with his clutches of imperialism
who dissects your body bit by bit
who likens your soul to that of Satan
and declares himself the ultimate god!

I have come to soothe your heavy heart
I offer my bosom to your weary soul
I will cover your face with the palms of my hands
I will run my lips over lines in your neck
I will feast my eyes on the beauty of you
and I will sing for you
for I have come to bring you peace.

Rae Hamilton's picture

Going Back to High School

As a lover of field trips, I must admit I am excited for the trip to the high school. I am even more excited about finally discusing what we did in class and connecting it to what we have been talking about, as I said in a earlier post, how will our perspective change? I am looking so forward to meeting with the kids that go there and really trying to immerse myself into their environment. On the other hand, I also think about the advantages of visint an under priviledged environment. In some ways I believe that it would have been more fruitful if we visited a school that didn't have a lot of resources. Not to genrealize, but I feel a majority of us are use to nice schools, I would have rather seen a struggle in order to understand how class effects someone than what we are going to now. If class matters, shouldn't we go to a place where class actually is felt? In my AP Government class I learned that the poor is the most self-aware of all classes they know they are disadvantaged, I would have liked to explore the relationship between this awareness and education.

jrschwartz15's picture

Our Upcoming High School Visit

The environment will definitely be different from educational environments I have personally experienced, but I don't believe it will definitely not be any major culture shock. Having worked with at risk youth at People TV in Atlanta and through my theatre company, I have some perspective on what is typical of an urban public school environment. Additionally it is one of the better public schools in Philly; the students are selected. Primarily I am hoping to compare and contrast Philadelphia public schools and Atlanta public schools. Georgia is one of the lowest ranked educational systems in the nation, so it will be interesting to observe public education in a higher ranked state.The capabilities of an educational system provides insight about the community, so my expectation is that learning about education in Philly will educate me about my new community.

venn diagram's picture

The Perils of Passing as Explored by the Works of Frances Negrón-Muntaner and Alberto Sandoval-Sánchez

    In order to explore the intra-action of queerness and Puerto Rican-ness I have chosen to focus on two pivotal queer cultural productions by Puerto Ricans. The first is the 1995 film by Frances Negrón-Muntaner, Brincando el charco: Portrait of a Puerto Rican. The second is a poetic excerpt from Alberto Sandoval-Sánchez’ play Side Effects. These texts address many critical questions that intersect both querness and Puerto Rican-ness. Among these, the theme of passing, essential to both texts, particularly necessitates the interaction of queerness and Puerto Rican-ness. Passing is so critical to immigration and queer studies that the editors of the anthology on sexuality and immigration in which critical analyses of both of these texts appear, chose the title Passing Lines. In the introduction they argue that passing “can implicitly question not only the solidity of ethno-racial lines but of sexual lines as well” (Epps 5). I believe the Negrón-Muntaner film and the Sandoval-Sánchez play, as well as their authors' mediations on their respective works, illustrate through passing just how inter- and intra-connected queerness is with Puerto Rican-ness.

Images of "brincando el charco"

Brincando el charco

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