I didn't realize how much advertisment had on cultures; both ours and abroad. Now that I more critically at advertisement and the link between sponsors and governments I see were cultures are stereotyped, and marginalized. Honestly, last week was very eye opening to me. Of course I notice how stereotypes and gender roles are used in this country, but I didn't ever think about advertisment as a global issue.
Critical discours analysis should be used in schools if not as teaching tool then as a method by which we choose curriculums and supportig materials. Looking "critically" at some of the early childhood books and materials (dolls, puppets) in my classroom, I wonder what impressions or socializations about themselves, other cultures and their gender roles they are receiving. As we stated in class last week, I agree the benefit of teaching the students to think critically is having students who don't "accept" anything but challenge everything!
Wednesday, June 20, 2007
Wednesday, June 13, 2007
Final Projects
For my final project I'm going to examine how music effects culture and identity construction. I'd particulary focus on the language, culture and idenitities created by Hip Hop, Old School and Classic R&B. I hope this isn't to broad!!!!
Chapter 4
Maybe its my own prejudice towards the media, but I expected the reading to not only highlight the tactics used by the media, but to shed light on how the government benefited from the directly from advertisement. I was also surprised that the government run media allowed such an offensive Shell advertisement to air! I also wondered what kinds of methods were used on the smaller, more independent stations and newspapers. Did the local media have more control over it?
The section on Seventh Day Adventists and advertising immediately made me think of the effect of religion in the classroom, particularly the debate over sexual education. Because of separation between church and State, school districts cannot use religion as the sole basis for preventing sexual education, but the reasoning behind the protests is based on religious beliefs. The argument for healthy lifestyles and healthy habits so similarly mirrored that of preventing condoms in high schools; like teaching abstinence would instill a healthy habit! Their suggestions were so extreme, but would have been more effective if people were given the information necessary to make an informed decision, rather than "just say no".
The section on Seventh Day Adventists and advertising immediately made me think of the effect of religion in the classroom, particularly the debate over sexual education. Because of separation between church and State, school districts cannot use religion as the sole basis for preventing sexual education, but the reasoning behind the protests is based on religious beliefs. The argument for healthy lifestyles and healthy habits so similarly mirrored that of preventing condoms in high schools; like teaching abstinence would instill a healthy habit! Their suggestions were so extreme, but would have been more effective if people were given the information necessary to make an informed decision, rather than "just say no".
Monday, June 4, 2007
Sun Down Towns
James W. Loewen is great and I enjoyed his frankness as it regarded the history we supposedly "teach"! Here are my favorite quotes from his site:
1. "However, back then everything was presented as if it were the full picture," she continued, "so I never thought to doubt that it was."
2. Textbooks stifle meaning as they suppress causation. Therefore students exit them without developing the ability to think coherently about social life.
I appreciated his suggestion that we as readers become 'detectives' and challenge what is read and told to us by referring to primary sources, talking with old city leaders, or searching census records etc...Particularly interesting was the process of creating a text book. I had no idea that historians researched primary facts, and then editors watered down the historian's versions even further adding only the state's biases through vague and ambiguous words. Like Loewen said, its no wonder people are bored and stupid!
I did some detective work on my own to search for a sundown town using two of Loewen's methods. I used my own biases about where minorities might not live and came up with Iowa. After finding Iowa, I then googled "Iowa ordinance and race". BINGO! I stumbled across a housing discrimination suit as quoted below:
IN THE UNITED STATES DISTRICT COURT FOR THE NORTHERN DISTRICT OF IOWA EASTERN DIVISION
UNITED STATES OF AMERICA,
Plaintiff,
v.
Case No.
THE CITY OF JANESVILLE, IOWA,
Defendant.
____________________________________
CONSENT DECREE
The United States initiated this action on November 5, 2004, to enforce the provisions of the Fair Housing Act, 42 U.S.C. §§ 3601, et seq. The United States alleges that the Defendant City of Janesville made housing unavailable on the basis of national origin, race and color in violation of Section 3604(a) of the Fair Housing Act when it decided in January, 2000 to deny the re-zoning request of private developers Cindy and Kennith Kuhr ("the Kuhrs") for the construction of "The Arbors," a 116-lot manufactured home development in Janesville.
Source: www.usdoj.gov/crt/housing/documents/janesvillesettle.htm
According to the 2000 census, the demographics of Janesville's population is as follows:
Total Population: 822
White: 822
Black: 0
Native American or Alaskan Native: 0
Asian: 3
Pacific Islander: 0
Other race:0
Two or More Races: 4
Latino:2
Is if this wasn't enough, I checked the city's ancestry records. Here is what I found:
German - 41%· Irish - 11%· English - 8%· Danish - 4%· Norwegian - 4%· French (except Basque) - 4%· Dutch - 3%· Greek - 2%· Scottish - 2%· Polish - 1%· Swedish - 1%· Welsh - 1%· Scotch-Irish - 1%· Swiss - 1%· Italian - 1%
source for population as well as ancestry: www.epodunk.com
Using Loewen's methods, I believe the town of Janesville actively excludes minorities and is a formidable sundown town. My guess is the town informally shuns minorities as its formal attempt to exclude them was knocked down in court. This is obviously a small town and doesn't much economic or educational opportunities, so it's feasible that people are not looking to settled down there, however its still hard for me to imagine out of a group of 800 or more people that none are black.
1. "However, back then everything was presented as if it were the full picture," she continued, "so I never thought to doubt that it was."
2. Textbooks stifle meaning as they suppress causation. Therefore students exit them without developing the ability to think coherently about social life.
I appreciated his suggestion that we as readers become 'detectives' and challenge what is read and told to us by referring to primary sources, talking with old city leaders, or searching census records etc...Particularly interesting was the process of creating a text book. I had no idea that historians researched primary facts, and then editors watered down the historian's versions even further adding only the state's biases through vague and ambiguous words. Like Loewen said, its no wonder people are bored and stupid!
I did some detective work on my own to search for a sundown town using two of Loewen's methods. I used my own biases about where minorities might not live and came up with Iowa. After finding Iowa, I then googled "Iowa ordinance and race". BINGO! I stumbled across a housing discrimination suit as quoted below:
IN THE UNITED STATES DISTRICT COURT FOR THE NORTHERN DISTRICT OF IOWA EASTERN DIVISION
UNITED STATES OF AMERICA,
Plaintiff,
v.
Case No.
THE CITY OF JANESVILLE, IOWA,
Defendant.
____________________________________
CONSENT DECREE
The United States initiated this action on November 5, 2004, to enforce the provisions of the Fair Housing Act, 42 U.S.C. §§ 3601, et seq. The United States alleges that the Defendant City of Janesville made housing unavailable on the basis of national origin, race and color in violation of Section 3604(a) of the Fair Housing Act when it decided in January, 2000 to deny the re-zoning request of private developers Cindy and Kennith Kuhr ("the Kuhrs") for the construction of "The Arbors," a 116-lot manufactured home development in Janesville.
Source: www.usdoj.gov/crt/housing/documents/janesvillesettle.htm
According to the 2000 census, the demographics of Janesville's population is as follows:
Total Population: 822
White: 822
Black: 0
Native American or Alaskan Native: 0
Asian: 3
Pacific Islander: 0
Other race:0
Two or More Races: 4
Latino:2
Is if this wasn't enough, I checked the city's ancestry records. Here is what I found:
German - 41%· Irish - 11%· English - 8%· Danish - 4%· Norwegian - 4%· French (except Basque) - 4%· Dutch - 3%· Greek - 2%· Scottish - 2%· Polish - 1%· Swedish - 1%· Welsh - 1%· Scotch-Irish - 1%· Swiss - 1%· Italian - 1%
source for population as well as ancestry: www.epodunk.com
Using Loewen's methods, I believe the town of Janesville actively excludes minorities and is a formidable sundown town. My guess is the town informally shuns minorities as its formal attempt to exclude them was knocked down in court. This is obviously a small town and doesn't much economic or educational opportunities, so it's feasible that people are not looking to settled down there, however its still hard for me to imagine out of a group of 800 or more people that none are black.
Monday, May 28, 2007
Rabbit Proof Fence
Rabbit Proof Fence was very unsettling to me. Unsettling to me because as an institution it (at least we didn't see it in the movie) went unchallenged for so long. One of the questions I had focused on the male children. What happened to the half cast boys? We didn't see them at the camp sight and we didn't see them to often around the tribe.
We talked during class about knowledge being both powerful and destructive. Then we spoke about who education was available to. As a country, I feel we make education available to those who have an address and English as a first language; a good education is only accessible to those who can afford it. The United States government doles it out that way because if good, substantial education was standard and available to all, then we would truly be equal. Although we claim to all be equal and even wrote in the constitution it seems equality of opportunity is anti capitalism. How many institutions would suffer or be destroyed if everyone had a good education? I know the very profitable prison industry would definitely take a loss.
I really appreciated the strength, determination and sixth sense that the all the women showed. It is the perfect antithesis to the women being shown as a fragile, dependent soul that we often see in the media. It made me think of a 20/20 episode I saw years ago that focused on the amount of attention boys and girls received in the classroom; particularly that boys received more attention than their female counterparts. Naturally, I started thinking about the dynamics of my own classroom. Immediately I noticed that my "cry-babies" are all boys. So that means I spend a significant amount of time redirecting their behavior. A good number of girls in my classroom are more self-sufficient than the boys which I guess means I again pay more attention to the boys who need my help. But I do spend a good deal of time praising the girls efforts or accomplishments. All this being said, I wonder if in my case more attention is given to the male students than female, and if so is it because I feel the female students are stronger and more capable than the males?
We talked during class about knowledge being both powerful and destructive. Then we spoke about who education was available to. As a country, I feel we make education available to those who have an address and English as a first language; a good education is only accessible to those who can afford it. The United States government doles it out that way because if good, substantial education was standard and available to all, then we would truly be equal. Although we claim to all be equal and even wrote in the constitution it seems equality of opportunity is anti capitalism. How many institutions would suffer or be destroyed if everyone had a good education? I know the very profitable prison industry would definitely take a loss.
I really appreciated the strength, determination and sixth sense that the all the women showed. It is the perfect antithesis to the women being shown as a fragile, dependent soul that we often see in the media. It made me think of a 20/20 episode I saw years ago that focused on the amount of attention boys and girls received in the classroom; particularly that boys received more attention than their female counterparts. Naturally, I started thinking about the dynamics of my own classroom. Immediately I noticed that my "cry-babies" are all boys. So that means I spend a significant amount of time redirecting their behavior. A good number of girls in my classroom are more self-sufficient than the boys which I guess means I again pay more attention to the boys who need my help. But I do spend a good deal of time praising the girls efforts or accomplishments. All this being said, I wonder if in my case more attention is given to the male students than female, and if so is it because I feel the female students are stronger and more capable than the males?
Papau New Guinea
I looked at a few different sites just to get some general information but the two main websites I focused on the most were www.pngtourism.org.pg/ and www.dfat.gov.au/geo/png/png_brief.html .
Both sites included general information about the island; size of the island, population, number of languages spoken, number of large cities and economy. However, both sites varied greatly.
The tourism site had a number of pictures that made Papau New Guinea (PNG) look like a traveler's dream. Everything from hiking to scuba diving and snorkeling to relaxing on a beautiful beach was available and from the looks of it there are tourist opportunities all over the island. In regards to culture, the travel website spoke briefly about the numerous tribes. It stated that there are more than 1000 different cultures and that most of the inhabitants have remained in small villages despite some modernization. I was surprised the travel site made note of the gender roles and responsibilities. Even more surprising to me was the lack information surrounding the different cultures. Since they had spoken about the gender roles and wealth, I thought they would perhaps provide more information about the largest tribe. Instead the site went on to describe the cultural shows, informing tourists of the when and where the shows happen.
The Australian government site was much different. There are no pictures and is clearly a reference site. It noted three "official" languages of PNG; English, Tok Pisin (Pidgin), and Motu and that the majority of the population is still reliant on the farming. I also found that government run radio was the best method of communication for two reasons: 1) only 32 to 43% of the population is literate and 2) the highlands of PNG are very mountainous and some times only accessible by plane. The website then goes on to detail the nation's history, political and Australian relations. Of particular interest to me were the elections; I would have liked more details about how the actual elections take place.
Both websites led me to different ideas of PNG as a nation. The travel site definitely made me feel as if PNG was an up and coming vacation destination. The government side me made look at PNG as an emerging country. Because of information listed (or not listed) on the government site I can see the following questions/issues as barriers to nation building.
1. Lack common language and a literate majority. (With 825 languages, how did they narrow it down to three?)
2. If the main source for distributing information is controlled by the government, how are ideas (or political groups) allowed to grow and gain support?
3. Lack of representative government. (I'm unsure how people vote if some areas are not easily accessible and most citizens are illiterate).
4. Lack of formal education.
Both sites included general information about the island; size of the island, population, number of languages spoken, number of large cities and economy. However, both sites varied greatly.
The tourism site had a number of pictures that made Papau New Guinea (PNG) look like a traveler's dream. Everything from hiking to scuba diving and snorkeling to relaxing on a beautiful beach was available and from the looks of it there are tourist opportunities all over the island. In regards to culture, the travel website spoke briefly about the numerous tribes. It stated that there are more than 1000 different cultures and that most of the inhabitants have remained in small villages despite some modernization. I was surprised the travel site made note of the gender roles and responsibilities. Even more surprising to me was the lack information surrounding the different cultures. Since they had spoken about the gender roles and wealth, I thought they would perhaps provide more information about the largest tribe. Instead the site went on to describe the cultural shows, informing tourists of the when and where the shows happen.
The Australian government site was much different. There are no pictures and is clearly a reference site. It noted three "official" languages of PNG; English, Tok Pisin (Pidgin), and Motu and that the majority of the population is still reliant on the farming. I also found that government run radio was the best method of communication for two reasons: 1) only 32 to 43% of the population is literate and 2) the highlands of PNG are very mountainous and some times only accessible by plane. The website then goes on to detail the nation's history, political and Australian relations. Of particular interest to me were the elections; I would have liked more details about how the actual elections take place.
Both websites led me to different ideas of PNG as a nation. The travel site definitely made me feel as if PNG was an up and coming vacation destination. The government side me made look at PNG as an emerging country. Because of information listed (or not listed) on the government site I can see the following questions/issues as barriers to nation building.
1. Lack common language and a literate majority. (With 825 languages, how did they narrow it down to three?)
2. If the main source for distributing information is controlled by the government, how are ideas (or political groups) allowed to grow and gain support?
3. Lack of representative government. (I'm unsure how people vote if some areas are not easily accessible and most citizens are illiterate).
4. Lack of formal education.
Friday, May 25, 2007
Jamie
It's hard to start this off without sounding corny or redundant. My name is Jamie and I am originally from New York. I moved to D.C. a few moons ago to attend this fine institution of higher learning:). OK seriously, I really enjoyed my 4 years as an undergrad and I'm excited to be back here! My undergraduate degrees is in criminal justice which is admittedly a little strange for a teacher. Considering that most violent offenders are not well educated, I'm guessing that education would be the best way to turn the tide. With all of that said, I've lived in the District for ten years and I have been teaching for five. Currently, I teach Pre-K at Hope Community Charter School in NE D.C. Teaching has taught me that language and literacy are the best foundation for empowerment and success and teaching has also taught me that neither are freely given. I'm hoping this class will help me provide more opportunities to my students.
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