Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id hAKEC7m22266; Thu, 20 Nov 2003 09:12:08 -0500 (EST) Date: Thu, 20 Nov 2003 09:12:08 -0500 (EST) Message-Id: <6DA56A59.72CDA7CF.0AB94E44@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: AndresMuro@aol.com To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:820] Re: lead for reform, lead for acceptance? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=iso-8859-1 X-Mailer: Atlas Mailer 2.0 Status: O Content-Length: 5556 Lines: 97 You ask about "citizen activism for educational reform" and the role of "advocating the acceptance of an initiative or innovation?" In teachers as intellectuals Giroux argue that students are taught how to answer two types of questions: what and how questions ie: what is the problem that the teacher wants me to do and how do I resolve it. Instead, Giroux suggests that students explore different kinds of questions IE: Who and why. Intellectual teachers for change are more interested in exploring who came up with the problems in the first place, who benefits from the students learning how to answer these problems. and why were these problems chosen and not others. For Giroux teachers are intellectuals, but the teachers who encourage the students how to answer what and how questions, are those who support the system as it is and want the students to accept tradition, innitiative or reform coming from above. These are organic intellectuals that support the system. Organic intellectuals that want change want the students to ask who benefits from the learning those problems and why are those problems taught in the first place. In the early 90s, with the advent of SCANS, students in workforce programs were aksed to learn TQM. The idea was that they would learn critical problem solving to become more effective and productive workers. There was a move away from the Taylorist model of each worker having one skill and one responsibility and for the workers to be able to take on several problems and have several skills. This was for entry level jobs. In other words, the argument was that we needed to prepare wokers to be more effective in a more competitive workforce. When you put this model under the scrutiny of the above questions, ie who benefits from this and why are these skills being taught and not others, then you begin to see these issues in a different light. I just finished reading Howards Zinn's "The People's History of the US" It portrays what appears to be a very comprehensive and well researched history of the US, but nothing like the one that most of us would have learn in High school or college histroy books. Again, the above questions of who and why are important to explore who decideds, who benefits and why should we learn this and not another thing. Andres In a message dated 11/20/2003 7:41:30 AM Eastern Standard Time, jataylor <jataylor@utk.edu> writes: >Hello Jean, Gloria, Andres, All, >Jean, what a wonderful description of a teacher leader - your words are >inspiring! You motivate even me to take action! :) I will address your >previous request soon, but first, one more question? > >You mentioned: "So you are referring to citizen activism for educational >reform or for advocating the acceptance of an initiative or innovation." > >Is there a difference in the teacher qualities for each of these two roles: >"citizen activism for educational reform" and the role of "advocating the >acceptance of an initiative or innovation?" If so, I would be interested to >know what you and others believe those differences to be. > >Secondly, when does one decide which role to take? What types of factors may >impact that decision? How might these roles relate? And does professional >development factor in anywhere? > >Thanks for sharing, >Jackie > > >>===== Original Message From nifl-aalpd@nifl.gov ===== >>So you are referring to citizen activism for educational reform or for >>advocating the acceptance of an initiative or innovation. >> >>What does it take? First you need personal courage. You have to be willing >>to stand up in front of others and use all resources in the community. >>Second, you have to be willing to put your job and sometimes your career on >>the line. When the pressure comes--and it will--you can't cave in and run >>for cover. Third, you have to be a charismatic figure who can persuade >>others to join with you. You need to be able to speak within yourself--not >>too strident, not too extreme, but clear and compelling in your arguments. >>You have to have the right balance of fun and seriousness so that people >>will enjoy going along with you in your efforts. Finally, you have to be >>ornery, stubborn, mule-headed sometimes. You have to be willing to continue >>even though all looks hopeless. >> >>There is an excellent article--Chapter 6 in Grant and Murray: Teaching in >>America: The Slow Revolution--about a teacher who slowly evolved into a >>leader. >> >>Jean Bodman >>Union County College >>bodman@ucc.edu >>Work: 908-965-6096 >>Home: 609-695-6567 >> >> >>-----Original Message----- >>From: Gloria Gillette [mailto:ggillette@ix.netcom.com] >>Sent: Wednesday, November 19, 2003 5:37 PM >>To: Multiple recipients of list >>Subject: [NIFL-AALPD:816] RE: teachers as leaders? >> >> >>Recently the teachers in Cleveland (K-12) refused to give the new state >>exams >>and the state temporarily shelved them. >>http://www.cleveland.com/search/index.ssf?/base/news/1069238121219990.xml?no >>hio >>I thought this was a great act of leadership. >>They used their collective voice to speak out. >>It took a great deal of courage, but they advocated for their students and >>the field of education. >> >>$21 billion in tax relief was included in the energy bill. That is 42x the >>amount of money the >>federal govenment will spend on adult literacy in this country next year. >> >>On the most basic of all levels, we need leaders more now than ever. >>Gloria Gillette >> > > -- go here: www.geocities.com/andresmuro/art.html
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