Women are Savages in the Absence of Dresses

     I recently watched two movies about women breaking out into the open world on their own and saw two completely different visions of women and freedom. It is in the first film, Girls of the Road, that women seem to convert to savagery and faction without the presence of men. It is in the second that we see a world without adventure is not a world worth living in. I was hoping to have a humorous post about how women are portrayed as stupid and senseless, living from slum to slum because no one is there to take care of them. I direly hoped that after watching Roman Holiday I would have my opportunity at ridicule. After all, I believe ridicule to be something that I am very good at.

     Girls of the Road does not offer one the ability to look fondly at how the female experience adapts to harsh situations. The film details female drifters along the roadway. In the depression era economy, it was difficult for a woman to keep a job, a character in the film even said that a woman couldn't even beg for one. So how did these women cope with life on the road? Well they became gamblers who carry clubs and wrestle in the mud of course. When first seeing the scene where the women are carrying large sticks around a hobo camp to protect themselves, I could only image what adversities they must have seen to revert back to such a primitive state. Yet, some of the women had only been on the road for a short while, and were quick to take part in riots, fights with the police, and flight from safe travel. An argument quickly turned into a wrestiling match that took place in a mud pit of all places. The story was originally told from a male perspective, but in this instance it was adapted to feature women. It was written and adapted by a man. I could not help but think of Honey West, the heroine from many detective novels who in the course of solving crimes was frequently caught in states of undress. This is what I was hoping to do originally: I wanted to lampoon the personification of women in cinema in this post. However, Roman Holiday gave me pause.

     Roman Holiday is quite honest with itself. It is a story that is fictional, but not over the top; assertive, but not pushy and all that. This film gives a princess of an unnamed fiefdom the freedom to walk about the city outside of the protection of her family and guards. It is only by the kindness of a passerby that she is not apprehended by the police. This passerby happens to be a journalist who finds out her identity, and poses as someone who would want nothing more than to make her small dreams come true. The struggle of greed and trust finalizes in a scene where he chooses to pay money for the lies he has told, and keep the princess' secret holiday a secret. It sounds a bit cliché, but its honesty comes from its portrayal of humanity rather than the credibility of the plot. Women as masters of their own domain is a large part of this course, and I think this film did a wonderful job of showing just that. A woman was given the opportunity to be free, and that freedom was put into jeopardy due to a man. I was able to see that although money was at a man's door, humanity came through. That no one's dignity is worth a paycheck.
     This post was a bit serious, so here is a picture of a bear riding a shark. Enjoy.

On Candidness

     Perhaps it is best to say that when presenting one's self, you should put your best foot forward. On the battlefield, Mary Seacole became an angel for many men. It was in her presentation of herself to the crown that she has garnered some attention from royalty and now she shares a place in the minds of many as a healer for the sake of healing. She truly was a strong and courageous woman. Why is it then, that Mary Seacole does not have her name burned into the collective mind of students everywhere? Why is it that Florence Nightengale holds all of the nursing cards? I believe because she had the upper hand when the war was over, and her story was not as pedestrian. Not to say that anything about Mrs. Seacole was pedestrian, but she was a more human figure. You cannot think of Seacole without thinking of her mixed heritage, sleeping on boat docks, and possibly about having an illegitimate child. For the purposes of being a wholly rounded person, I applaud her for living a life of both merit and strife. It is when you speak of Florence--she and I are on a first name basis--that less is conjured up.

     Florence in my mind is a white woman draped in white, who rides side-saddle to the frontlines and tends to wounded men with surgical cleanliness. That's it. I know nothing more about the woman, despite being on a first name basis. I do not like to show my ignorance often, but I think that is what draws me to my thoughts about the differences between the two. In order to give herself authority to speak on the subject of war, Mrs. Seacole had to promote herself. It was in promoting herself that her story is revealed. The Many Adventures uses the word diarrhea more times than I would care to count. Mary Seacole is now associated with diarrhea. Great. It is that that endures her however, she creates a closeness with her patients that I could not imagine Florence creating. That motherly touch, the sexless nurse in the mud pulling a bullet out of your leg with what she could carry on horseback, that makes her different.

     It is in presentation that doing dioramas about nurses in wars tends to lean toward the white woman. Not out of sheer, bleeding edge racism, but because it is easier to portray someone that has a storied history about her. Especially if that history wasn't written by her. If Mrs. Seacole had not produced her work, would we be speaking about her today? Her life is truly a triumph of grit and skill, but how many other great women have existed without the ability to promote themselves? I guess Mrs. Seacole is complicated, so complicated that a diorama wouldn't do her justice. Rich white women, however, are easy.

http://beatonna.livejournal.com/93271.html

Not an Enviable Position

     I think that I have done "enough" when it comes to studying identity and gender. Currently I am finding it difficult in my own life to balance what I have learned about myself, what I have learned about gender, and the reality of the world. I often encourage young women to stand outside of what they believe to be the walls that cage them, because those walls were put there by someone that was not acting in their best intentions. My coursework in gender, sexuality, homophobia, and education have led me to believe that there are thing that we construct ourselves, and things that we follow simply out of habit or laziness. I would like to think that some readings I have recently done about women and travelling is mostly the former. The reading were written by women, for women, but they still had this twinge of male-ness about them. I couldn't help but feel that the writer had a very large man behind her. I don't think it is appropriate for me to feel sympathy, because I should look at things in a less personal way.

     Being a woman on the road is something that can be seen as a truly American form of freedom. Although I feel suspect about some of the intentions behind the writings, I do feel that America is the safest place for any woman to strike out on her own. It is that mobility has become a part of who we have become as a people. We have this vast mass of land, and perhaps some of that old-west rushing headlong into the unknown is still with us. Originally this was a male-oriented sort of thing, that a man would strike out on his own and claim land, a lady, and liberty. Women venturing out into that same unknown has different meanings. Perhaps the cautious nature behind these readings is the beginning of something that will be legitimately an American woman's trait. The Women's Association houses and having male accompaniment for much of the journey is just the first step out of the household that many hold dear, and many dearly wish to loose.

What to do about opressive behavior in the classroom

In reading Privilege, Power, and Difference by Allan Johnson, the over-arching theme for me has been that there exist subtle yet pervasive exercises of power that exploit the sense of weakness that comes from being a minority. In the final chapter of Johnson's book, he proposes a series of choices that people can make to frame society in such a way that difference does not create an inherent relationship of power. Changing the patterns of exclusion, rejection, privilege, harassment, discrimination, and violence is only possible through the gradual acceptance of an entire culture. He provides solutions to help better create this world first by framing two myths so that we may observe and discount them in real life.

The first myth, “it's always been this way, and it always will,” makes the point that white privilege is a somewhat recent phenomenon. From a historical prospective, over hundreds of thousands of years, the white male dominated system is still young, and could even be in its dying days. In order for us to come to what we recognize as equality for black and white men in this country, we first had to go through four hundred years of slavery, more than a decade of social turmoil, and three amendments to the Constitution. We can pick and choose moments in time, but in order to see society change, we must have a higher level of scrutiny, and view the progress that is made between the points in time. Social systems are fluid, and while they may seem rigid and inflexible, this could be largely the effect of oppression limiting collective memory. Gay men and women today view their struggle as a fool's errand in some places because recent memory serves to support one definition of marriage. This struggle surely went through the minds of black men returning from Europe, riddled with the memories of lost friends and close scrapes during the war, only to have their voting rights held from them. To imagine a world where heteronormativity is considered a faux pas is difficult, because we have not been exposed to that world. The world is big, and changing it will take time, so how do we value our time when we know that we may not live to see change?

The second myth is “Ghandi's paradox,” or the “myth of no effect.” From an individual's point of view, the enormity of changing the entire world, or even a single person is enough to draw a feeling of powerlessness. The system can change, and we must let go the feeling of entitlement that comes from seeing the fruits of your labors. The individual must understand that they may be just a leaf on the tree, but every leaf is needed to produce the sweetest fruit. You must be able to grow, and wilt, knowing that you may never see the product that you have worked so hard for. The myth of no effect blurs the effect that we can have on the world by placing into our minds that we do not have power because we may belong to such a small group. Change can come from small minorities simply by challenging what the many think is right. Johnson uses the example of a racist or sexist joke. The “seamless response to the joke affirms the normalcy and unproblematic nature” of its content (Johnson 313). By joining into the laughter, tacit approval is given. Silence should not be taken as a lack of power exertion, but a move to not lend power to the racist or sexist normalcy.

So what should we do? There is no simple answer, we must not assume there is. At the very least, as Johnson suggests, we can pay attention. We can be surveyors of our own social justice by knowing when a relationship of power is being created to subordinate a minority, and we can question why, and most importantly, we can stand against it. It takes work to know what you are talking about, but it is another stage to social justice to have the ability to speak with conviction and with reason. Johnson also suggests that we learn to listen. Learn to be curious before critical, and to take yourself seriously. The reaction to deflect and deny any sense of privilege is something that takes time to shake off. The author himself states in the final pages of the book that he fights it at times. The most difficult of his suggested means of doing something to combat the oppression of difference is to take small risks. It is not necessary to picket a corporation as the only means of getting something done. Since the world exists both as a group of individuals and as a complex social system, you can tackle both by “stepping off the path of least resistance” and calling attention to how the world is organized, and why power is divided the way it is (143). You must find ways to interrupt the tacit approval of oppressive behaviors.

An individual's actions may not seem like much, but when you seek change, it is necessary to stir the pot however you can. The gay and lesbian rights movement parallels the civil rights era. The ability to argue that man can only be born in one fashion harkens back to the black man being considered anything other than completely equal to the white man. When we think about all man being created equal, we must also consider that their sexual proclivity and lifestyle should bear no burden to the right to equal protection and equal rights. Advocating for women's suffrage did not make you a woman, but in some youth circles, advocating for gay rights makes you “gay.” The first reaction of a teenage boy to different lifestyles does not necessarily measure how he feels about it, but it can measure the difference between his, and his parent's generations. In an educational setting, the classroom is used to dispense what can be considered the correct and incorrect way to view the world. Personal belief does play a major role, but educating about various peoples as if they stand among you as equals does not promote their lifestyle. To acknowledge that there are differences is the first step to discussing the differences in power.

Discussion questions:

1. What are some things that are taught in the classroom today that were not taught when you attended school?
2. How do some curricula promote oppressive thought?
    
   

I know no one ever said college was easy, but dang...

I know I haven't posted in a while, and I also know that my page looked funky as of last march. Not my doing, was blogging for a grade back then. I haven't had any time to muse about my studies, life, or the education system in general for a while, so I think I will turn my brain off and let it decompress. Because I have been thinking a lot about what my favorite teachers had that made them my favorite teachers.
     Honesty, integrity, creativity; many traits that some of my favorite teachers exemplify. The constraints of education have little room for goofing off, and when we are encouraged to do so, the differentiation benefits the overall goal. Our future profession is as much lecturer as it is psychologist, therapist, and parent. It is not what you do, it is how you do it. Cliché? Perhaps. Yet, it is the simple answer to why so many teachers we love are good, they do so much more than their job.
     One point that I feel strongly about is teachers getting mixed up with the professional aspect of their job and becoming disconnected from the human aspect. A better way to say it might be that you should fall in love with teaching the subject, not just the subject. It was too often that I felt that my teachers did have a deeply rooted love for calculus, physics, chemistry, European history, but they lacked the connection between the student and the academia. The teacher is a conduit for transferring information from the board, the book, the world, into a young mind.
      Emulating successful techniques should be a thing that educators are more willing to try in their own classroom. Does the teacher making their classroom comfortable for themselves? What about for the students? Flexibility and being able to change, is something that doesn't come easily. I have felt like this profession is so much about making sure students get to where the state needs them to be that teachers don't have the time to push themselves to be great. I want to work at a school with a great administrative staff, and other great teachers. We are all in this together. Teach as a team, and you will be better for it. It is only one of you, and an increasing number of them. I cannot combat the number of children in my class, but I can challenge myself to take help where it is offered. I can challenge myself to give forty-five high school students an epiphany all at once.
     Furthermore, taking the time to make sure your blog posts are well edited and  successfully organized......Oh, well, then.

Off and running

     Well, it is the end of the term for my Educational Studies class, and that means that once I get my grade for this blog and for my PBL project, I really don't have to add to the blog anymore. Don't get me wrong, I will, I have found that I have been enjoying the whole blogging experience. It is nice to know that some of my ideas exist somewhere on the web, some place that I can direct someone to in order to further their understanding of my educational philosophy without having to give some long-winded pompous diatribe about how glorious my ideas are. You know, they would get the chance to figure that out themselves. Over the course of the-well, course- I haven't seen much else in educational technology that would significantly change the way I think about it. I mean, how much higher praise can you give something past thinking that it is "totally awesome." Excuse my use of technical terms.
     I feel that in the course of social evolution, we must see that our tools change with our times. If our teachers cannot see that there are some aspects of education that do not need to be changed, and some that are, our system is not bound to succeed. In reality, you never need a protractor and ruler, but schools have both. It is in our ever changing lives that I see young people becoming more adept at using complicated technologies. Is it that our children are becoming more intelligent over time? There are studies that suggest so, but I feel that the things that we have lying around for kids to fool around with have changed since I was young. I hope I do not have to say that me getting my first cell at nineteen, and a kid getting their first iPhone at nine will create a discrepancy in technical knowledge when they are the same age I am.
     I feel that the class philosophy is such that we cannot be our teachers. It is an entirely different world that embraces and integrates technology into as many aspects as we can muster. In such a world, we can only look to tech-integrated educators to tackle an increasingly more hostile educational environment. Nights alone at the desk scribbling away notes can be done away with, our slideshows, our speeches, our presentations, and our homework can all be enriched with educational technologies.
     In my classroom, if anything I won't stray far from an actual lecture format, but it will be supplemented with Prezi and write-ups on blogger. Prezi is easy to use, exciting, and can be reached from any hotspot. I can see that it will be nice to have something outside of Powerpoint in the class. I think that the students will appreciate it as well. I knew all too well that the teachers who used Powerpoint made all of the mistakes that I learned about in class this term. It was pages of text, and can I listen and write at the same time? No. No one can. Well, women probably can, but that doesn't help me. I want to do the teaching, and I want my slides to help, not the other way around.
     Once I am out of this class, I will probably work on the blog from time to time, it is nice, and I think I am well suited to do it. The moment that this blog is not affiliated with the University, I am going to post something very inappropriate, for the sheer thrill of it.

I should have made a vlog about blogging my glog.

Check my assignments for my Glog.

Project Based Learning

     I honestly cannot remember the last book that I read that used the word water. I can't.  Yet, I remember precisely the last time I went swimming, I remember who i was with, how long I swam, what I wore, even the time of day. I find it curious that we don't have more projects in school. I looked at the "My Healthy Self" project, which is a project based learning project for the first graders at Duke School in Durham, NC; this project follows a method of learning that maintains retention for long periods of time with incredible depth. I chose this project to read about because it was so well organized by the staff overseeing it, and was so well supported by the guests that were assisting the class. The teachers and guests outlined many solid aspects of health that were still a part of the original question posed. I liked it so much because a first grade teacher gave a broad question and then gave the students the tools to give a complex answer.
     The process of moving from knowledge to application (synthesis) was done in such an efficient manner, the kids may not know that imitating the doctors gives them insight into how their bodies work. Once the young ones learned why and how their bodies stay healthy, and what a doctor does to help that process along, the kids could effectively mimic the job of the doctor. What is mimicry besides a derogatory term for retention? That could be argued, but hey, it is my blog.
     The project did not get to the judgment level of high thought processes. I really wish the kids themselves could have come up with a hierarchy of healthy activities or something to that effect.

For when you don't know.

     Please humor my foray into alliteration. Dr. Dave and Dr. Dee are blog post based Dr. Drews. For those of you who don't listen to Loveline as frequently as I do, you should. I have found that many young people, and plenty old for that matter, love having someone to go to whenever something is amiss with their bodies. Having that go to place is comforting, even if it is not used. WebMD could be a useful tool if it had a more personal touch, and if it would stop guessing caner. These experts have tons and tons of articles about life, family, and sex problems that many people encounter. It may be your job as a teacher to become a mentor and teacher in some of the areas where you have not been formally trained. When a life-changing situation occurs in your students lives, it could be in your best interest to refer them to people who are trained in dealing with the delicate human psyche. In the medical field, there are just too many things that you will never learn, but luckily, there are experts out there who can be reached with just one email.
     In the course of encouraging young people to be articulate, independent adults, we may find it necessary to have a trusted source for things not associated with social sciences. For the students, this is you, the educator. I don't like to think of myself as a professional student because a lot of people see it as derogatory, but I have seen that the people I trusted a lot of my personal feelings with were teachers. To a lot of people, going to your chemistry teacher for advice with women seems crazy, especially if he has had a couple of divorces. The point of all this is that if you want to teach, you have to be prepared to not just teach the humanities, but to teach humanity. You shouldn't treat yourself as a board-certified psychiatrist or anything, but there are far too many young people without trustworthy adults to help guide them. As I have found in my line of business, (I have worked in elementary schools for about five years), people love to see their kids connect with people with experience.
     Experience is the key here, when I tutored as a second job for a summer I told the parents that I could teach their kid anything. I meant it too, anything that was in my brain, I have learned to embark upon young people. I think some teachers are cool because they have that sense of youth in them that can easily translate into teachable moments. I may not know everything-although I frequently claim otherwise-I know where to safely redirect for the kids I work with. In an educational environment where class sizes are rising faster than we can take funding from them, our ability to be "just a teacher" will be greatly reduced. Finding and using these secondary teaching methods could prove to make you a great teacher.

My technology past, present, and future

   Due to the time in which I was growing up, technology became a huge staple in education. From an early age I knew that these computers that were being hauled into the school were a big deal. I didn't really understand why everyone made such a fuss over it, but at the time, computers had little control over our language. The transition from first to second grade showed me that the world of computers was much, much more than a fancy video game. Soon I was learning how to type, how to print papers, and at the tender age of seven, I was surfing the web. It is a fond memory of mine seeing for the first time, that Netscape lighthouse taking me to the Nickelodeon website. To think that ten years ago I would see the internet for one hour a week, and now I cannot get out of bed without booting my laptop up. The early stages of my interactions with technology were mostly from school, and even at the time they felt like experiments.
     My experimentation was furthered in middle school, which had a whole hour a day devoted to learning how to type, and despite their years of effort, I still refuse to take my eyes off the keyboard. We never got far past word processing, typing, and spreadsheets; but with Fridays to ourselves in the computer lab, I truly learned how massive this internet is. It had the answers to everything, it knew the secrets to every video game I owned, it contained movies, television, and even comics. In middle school, I think the most important thing I learned is that the internet is massive, outrageously massive. Cell phones became more and more common, and much to my surprise, internet cell phones!
     With high school came another step in technology. Modern computing came in a matter of months. Flash drives, Apple devices, wireless internet, but no jetpacks. It was an intriguing world that I had now learned to live in, and become accustomed to in such a short amount of time. "My phone is also a television" was something that would have been laughed off one year, and shrugged off the next. For my education, every class seemed to employ some sort of technology, even weightlifting class had us wear electronic monitors from time to time. I could see where classes like math and chemistry needed a couple of days here and there in a computer lab, but there were many days in art where I was adding shadowing to a font not on paper and charcoal, but on my own laptop. Communication had evolved into a form more suitable for a world that had compressed itself under technology. A new, smaller world where .docx files replaced papers, and beautiful presentations about Macedonian culture could be slapped together in an afternoon with a little help from Google images and Wikipedia. I have never found myself to be a lazy student, I just knew where I could find the information easiest.
    I do not feel like our education system and our technologies are complimenting each other. With the things available to the world today, why are we continuing to build our universities the same way they were built a hundred years ago? My exposure to the complexities of modern technology is going to mean that I learn, and will teach, from a different perspective. Looking at my first twelve years of education, I feel that people were paid a lot of money to put me in front of a computer monitor. Why is it suddenly now that my success depends upon my sense of connection between me and the subject being taught a hundred yards away?
     My future classroom should be a walking demonstration. It will not be fifty-minute sessions where three things are taught, homework is assigned, and everyone leaves. I expect that by the time I enter the classroom, students will be far beyond that of what I was at their age when it comes to computers. I was introduced to the computer at seven, some of these kids got cell phones at seven. My future classroom will rely somewhat on the young persons ability to process information when it is given in a clear, assessable format.
     Do you know what the worst thing about a textbook is? The worst thing about a textbook is that it has mass, is affected by gravity, takes up space, and must be carried in a bag attached to your spine. Doing away with textbooks should happen soon, in my opinion, not to say that all publishers will go out of business, but if I can carry one laptop instead of four books, I shouldn't have to force my students to do so.
     Of course, the biggest problem I face with a classroom filled with technology is the kids knowing how to use said technology. As a youngster I was the bane of teachers who didn't care to go home and just learn how to play with a computer. I can invert color schemes on Macs in one button combination, I can brute-force your wireless network, I can make it so your computer cannot type vowels. My worst fear is that I will be that old man who is bested because he couldn't keep up with the times.
      As for texting, which I know to be a problem and could only get worse, I will most likely employ a very large magnet, because no one likes to get their phone erased.

Avatars in Education

In education, I find that incentives are a powerful tool. With new advents in technology, I believe that a sense of self in the classroom is important for both teacher and student. There exists a certain vulnerability when it comes to expressing ones self. In the classroom that employs a technological approach, the use of avatars is a safe delivery method to discovering self. The clothes, the style, the background of the avatar can easily give a sense of security without having to be subjected to ridicule. My avatar for example, not a direct representation of my looks, but it is as close a representation I could muster in the six minutes. I could have been a big 'ol floppy eared dog, but is that what I wish to portray? In a classroom setting, a young learner may not want to be, or have for that matter, an avatar as straight laced and serious as mine. An avatar can allow community, and a little bit of pride.