Culture

This entry shall hitherto be known as Scene II. Scene I was a wonderful one-way discussion on standards ... and alignment and accountabiltity and economic issues concerning formal education and training. This entry will be so much simpler. All I have to do is talk about culture. That can't possibly be driven in multiple directions, right? On we go-

First I would like to bring up the issue of teacher preparation, as mentioned in Villegas's piece. The reading said that "students can complete their teacher education programs without receiving any preparation whatsoever in issues of diversity". How true, how true. In my undergraduate work I took one course that addresses diversity. "Exceptional Students", the name of the course, discussed the needs of students from all walkes of life. It was in this class the we learned about handicapped, gifted and racially diverse students (with priority given in that order). Let's face it, I did my student teaching in Southeastern Idaho. My first interview for a teaching position was in downtown Boston. What was the difference between the schools? Everything. You might not be able to find more polar opposites than the school I Student Taught in and the school I interviewed at. I can honestly say that my teacher preparation skipped over a few essential elements for jobs in Boston, New York, Miami or L.A. Okay, more than a few. Having grown up in Houston, I sought diversity. I chose to go to Boston and look for schools. What happens to the students who has diversity thrust upon him or her? Is it possible to be culturally responsive while in a state of culture shock?

Duiring my brief 25 years of life I have lived in Texas, Idaho, Mexico and Tennessee. I have travelled to many more places and find joy in what diversity has to offer in each place. I have read captivating historical and informational books that preach the need for cultural awareness. I enjoy it enough that I am considering pursuing Multicultural Ed in my future doctoral studies. Needless to say, I feel stongly that Multcult Ed should play a bigger part in teacher preparation than what I received.

I agree with Villegas in that diverse cultural views should not be limited to seminars or Black History month. Diverse views should be an integral part of each class as we seek to learn from texts and from each other. Public education is supposed to serve the public good, meeting the needs of the rich and the poor alike. I can see how some parents might fear that their child is not being let ahead because of the focus of not letting other fall behind. If someone realy wants a more rigorous content-area curriculum, I would suggest private schools. They will assuredly miss out on certain educational opportunities which almost only happen in diverse settings (not private schools), but they will also gain ground in some areas. For those who stay in public schools, we must remember that the goal is to help each student to succeed. Success may come in different forms, different languages and different ideas, but it must be the driver.

When I consider the effort that teachers must put in to becoming culturally responsive, it seems amazing that there is still time to teach, grade papers, etc. Yet teachers are still not given their due respect. Do others outside the field of education understand what is required to be a successful teacher? Perhaps the lack of respect comes from lack of understanding the job and duty of a professional teacher.

My thoughts on Multicultural Education and responsiveness to cultural differences could fill a book. I don't want ot say much more than this: Teachers must be culturally responsive. Teachers will not be without sufficient training. On-the-job training is more likely to run teachers from the profession than cement their conviction to the cause. When the time for action is here, the time for preparation is gone.

Standards

I loved reading Carnavale because he touched on topics that I have previously (beginning of undergrad) misjudged. I was one of those know-it-all, speak-my-mind kids about standards and NCLB when I really didn't know much about either. Luckily, I had a fewe teachers who were nice enough to respect my opinions and share their insights. They were not always in favor of all standards or NCLS, but they could understand the reasoning behind them. it is from them that I try and stay open-minded. I don't agree 100% with the direction of NCLB, but who agrees 100% with any program? There are pros and cons, but more importantly we are doing something. Through the years I am sure that objectives will be reshaped, standards adjusted, and that holes will be patched. We all use Microsoft don't we? Its never perfect off the shelf, but we trust that Microsoft will work out the bugs in due time.

Enough of that. The initial comparison of standard-based reform to a 3 Act play is interesting, but there was a flaw. They mention that Act I is finished and we are now focusing on Act II (Alignment). The also mention the curtain is partially risen for Act III (Accountability). Can two Acts occur at once outside of a Monty Python-type production? How can anyone be held accountable while there is confusion among issues of alignment? When all is said and done, how much accountability will be on teachers and administrators? How much will be on the student? My personal belief is that the most should be on the student. Perhaps the biggest reason that I want to end up teaching in a university is so that I do not feel forced to walk students through my courses. when I was student teaching in SE Idaho I witnessed situations in which students had no right passing classes, but teachers passed them anyways. For example, can a student really miss half of the semester (literally half) and still get a B? The law in Idaho was that during Spud Harvest students could work the fields and miss school. They could not be penalized for the days they missed and were supposed to make up all their work. Some students did just that. Others not so much. The fear of accountability (and job security) on the heads of the teachers pushed them to just pass the kids that didn't do their work. It made me sick. Again I ask, who is truly responsible for educational success?

Questions
The article says those not equipped with necessary knowledge and skills to keep good jobs are denied social inclusion and tend to dropout of the mainstreram culture. What is a "good job" and what is meant here by "mainstream culture"? I could come up with various explanation of each, but I am more interested in what Carnavale thinks in this situation.

The article talks about how in times of recession people with higher educational attainment will bump out those with a lower level of formal education. Is this only in certain markets? It would seem to me that in a recession businesses might like to hire cheaper. I could see a school highering a novice as opposed to a more seasoned and educated professional in an attempt to save money. I guess its a matter of being willing to accept what you can get in those times.

Okay, no more questions ... for now. "The only decision more expensieve than going to college is not going to college". Very true. My buddy and I started school at the same time in 2000. We each left the country for 2 years, but came back and resumed out education. I am a year away from my M.Ed and he still has one semester left for his B.S. His thought was that he would get jobs during his time in school that didn't require a degree. He was, and still is convinced that he doesn't need a degree to succeed in the business world. He is still working for peanuts and I will shortly become a full-time teacher ... making peanuts. I will, however, be more marketable with the skills I have acquired in school and I'll make more peanuts than he will. I guess thats a good thing.

It was very interesting and enlightening to read about "The Changing Structure of Employment and thr Role of Education". If we were to look back just a few short decades ago, my degree in Spanish would be nice but not necessarily sought after by many. Globalization has given me the opportunity to focus on my interest and be in a position where my skills are in demand around the country. I don't forsee a time in the future when foreign language will not be needed, so I feel stable in my position. The concept of changing economies and schools opened my eyes, however, to the struggles that many have with current changes and trends. Steel workers who were trained specially for their jobs now have a hard time finding meaningful employment elsewhere since their factories are shutting down. In the future, what currently thriving occupations will be outsourced or outdated? How are circumstances like that prevented? Education.

The remaining topics in Carnavale's piece are of importance, but I don't care much to discuss them. Discussions of financial status are pretty much boring. If I felt strongly about my financial status and how to get in the top tiers of income I wouldn't be in Education. I guess I should tie this back into standards, since originally that's what the article was about. We become educated in order to meet the demands of an ever-changing, dynamic economy. We create standards to make sure we are properly educated for the economy. We are currently in a stage in which we test our standard-making abilities and realign areas that are lacking direction and stability. I believe alignment is important, but I am not sure how much I feel alignment should focus on specifics. Is is crucial that every kid in America can define riboflavin, or is it crucual that every kid is exposed to certain aspects of biology? Is anyone checking to make sure out alignment goals are in alignment with our educational goals?

We'll call this entry Scene I.