#4 Intersectionality

Why intersectionality can’t wait by Crenshaw 

The first line in this article stood out to me because it recognized that intersectionality existed before it was even recognized as a term. I was discouraged to read that, “neither the black jobs nor the women’s jobs were appropriate for black women, since they were neither male nor white” (Crenshaw). Since certain jobs were for men and secretarial jobs were stereotypical jobs for white females. These stereotypes limited black women and other individuals that did not and do not fit the mainstream mold. 

By focusing on how racial and gender discrimination overlap in more than the workforce, but in education and other areas as well. The intersection of different identities gives people a voice and allows them to fight for their inclusion. Those without a voice, cannot fight for their rights and what they deserve. Not only is it the responsibility of those who do not have power, to fight for power, but the people with power need to educate themselves and see the injustices that occur around them. 

Intersectionality 101

I found this video engaging due to its cartoon-like presentation but also deep in the value behind the words and ideas that were being explored. Something that stood out to me was that black women face both gender and racial discrimination. The different parts of one’s identity influences how they view themselves, the world around them and their interactions. The comparison and contrast between someone who has a disability and is the caretaker of their family vs a student from Somalia who felt that her classmates made assumptions about her values vs the white middle class individual who did not have to worry about outside factors contributing to her future.

Most individuals have to worry about meeting their basic needs before even considering what they will do in the future. This reminded me of Delpit’s culture of power in that those with power are often least aware of it. The individual who had parents that both went to college and one parent ran a successful business, was unaware of how others do not have that same opportunity due to larger societal forces such as gender, race, socioeconomic status and other factors. The main takeaway from this video was that what you have and do not have will determine your life outcomes. 

Hyperlink: The urgency of intersectionality by Kimberle Crenshaw 

Violence toward black people and violence towards women but never see violence toward black women in the media - “women’s names have slipped through our consciousness” (Crenshaw). She stresses how black women face double discrimination by gender and race. 

Intersectionality raised our awareness to how African American women live their lives as well as how they die. These statements and many others resonated with me about the reality of intersectionality and how it impacts the lives of different people.

#3.5 “What to Look for in a Classroom”, Kohn

Key words from this article that stood out to me include: 

comfortable, open, collaboration, engaged, hum of activity, respectful, 

welcoming, emphasis on thoughtful exploration, “sense of purposeful clutter,” 

appealing atmosphere, students helping. 

Most importantly, a strong indicator of a positive and engaging learning environment is not finding the teacher at the front of the classroom but finding the teacher working with students. 

Here is an article that emphasizes the importance of a positive learning environment:

https://educationwalkthrough.com/what-to-look-for-during-classroom-walkthroughs-and-teacher-observations/#:~:text=Look%20for%20evidence%20of%20effective,of%20engaging%20and%20challenging%20instruction 

In this article about positive observations in a classroom known as "look fors", the ones that were similar to Kohn’s article include, “positive learning environment…effective classroom management,” as well as engaging instruction, student collaboration

Another example that stresses the importance of a learner centered classroom, which is not something I had growing up is described here: https://www.ascd.org/el/articles/what-to-look-for-in-a-classroom

I grew up in primarily teacher centered classrooms but the autonomy and collaboration in learner centered classrooms is more beneficial to student development. 

After watching the video, "Introduction to Culturally Relevant Pedagogy," I recognize that culture influences students inside and outside of the classroom. Culture helps people make sense out of the world we are surrounded by such as music, art, technology but also the intangible aspects such as values and beliefs. Bringing all cultural experiences into the classroom builds on students' experiences and understanding with the world they are in. The students do not just need to adapt to the mainstream but the school needs to adapt to where the students come from as well. Through culturally responsive teaching, schools can eliminate stereotypes and the "one size fits all" mentality when thinking of people from specific cultural backgrounds. 

Here is a link with examples of activities that are inclusive to different cultures: https://youtu.be/bmliju__fpI?feature=shared 

#3 Amazing Grace by Jonathan Kozol

After reading, Jonothan Kozol's thoughts on the conscience of a nation, I made connections with previous readings from class such as Johnson's piece on privilege and Delpit's piece on codes of power. According to Johnson, human beings "need to feel that we belong to something bigger than ourselves, whether it's a family or a team or a society" (Johnson 6). Kozol describes how children adapt their thoughts and actions to their environment. A woman accounts to Kozol that given the unsafe and unsanitary conditions of their neighborhood, "our children start to mourn themselves before their time" (Kozol 11). With that, Kozol and Johnson make the point that we have this need to fit in and belong and when that need is not being met we conform to what we are given. If children are not receiving the physical, emotional, social, educational and other supports that they need, then this will damage both their view of themselves and their view of the world. Then there are some that accept the way that things are and believe that they will never belong - which is further detrimental to our self esteem and mental health as individuals. Another connection from Kozol to Johnson is how, "ignoring privilege keeps us in a state of unreality, by promoting the illusion that difference by itself is the problem" (Johnson 16). Kozol recognizes the perception and opinion of some that is it the fault of people who have low socioeconomic status that they ended up where they are. However, Kozol challenges this idea in that the institutions and ideologies that support our nation are the root of problem. Instead of solely blaming the people who are in the low SES situation for what they are going through, Kozol looks at the big picture and how there are bigger systems in place that leads factors to stay out of people's control. Overall, these connections between Johnson and Kozol about sense of belonging and ignoring privilege which reminds me of Delpit's codes of power and how those with privilege are the least likely to realize that they have it. Also these connections support that in order for change to occur and for our children to see their place in the world as a positive, change must occur. More about Kozol - https://www.jonathankozol.com/

#2 "The Silenced Dialogue" by Delpit

ARGUMENT: Lisa Delpit, the author of this week's reading piece called, "The Silent Dialogue: Power and Pedagogy in Educating Other People's Children," explored big picture topics such as culture, power, vulnerability, communication and others. By identifying the 5 major points on the culture of power, Delpit describes her experience learning about education through other people's perspectives. A phrase that came to mind while reading this piece was to put yourself in another person's shoes. How cliche?! However, this figure of speech rings true because without "be vulnerable enough to allow our world to turn upside down in order to allow the realities of others to edge themselves into our consciousness," we cannot learn from others and change our mindsets (Delpit 47). I believe that Delpit was not saying to only focus on other people's experiences but to simultaneously teach students about the culture of power as well as help students preserve their home cultures (Working through Delpit Handout). By recognizing that there is and has been a power imbalance in our education system, specifically speaking for the United States, this can lead to figuring out steps toward change. While there will be no solution, Delpit points out that the change cannot come from the bottom. No matter how hard the people who the system is built against try to stand up for fair and understanding education, if the system does not alter its ways then things will inevitably stay the same. She builds on her argument after breaking down the 5 pillars that make up the culture of power including... 1. Issues of power are enacted in the classroom 2. There are codes or rules for participating in power that is there is a culture of power 3. The rules of the culture of power are a reflection of the rules of the culture of those who have power 4. If you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier 5. Those with power are frequently least aware or least willing to acknowledge its existence. Those with less power are often most aware of its existence ...which sets the foundation for the way things are. In order to change the current state of culture and power, there needs to be a change from the top down - starting with the education system as a whole. Overall, she is aware that there are problems in education that have existed for a long time and in order to bring about change, educating students on the culture of power and how to preserve their own culture can prepare students for the realities of the real world.

About The Author - Lisa Delpit: https://newlearningonline.com/new-learning/chapter-8/synthesis-more-recent-times/lisa-delpit-on-power-and-pedagogy#:~:text=The%20rules%20of%20the%20culture,those%20who%20are%20in%20power.