Blog Post #3

 ARGUMENT:

This author, Christine Sleeter, argues that ethnic studies curricula are essential for student engagement

and academic success, particularly for students of color, because they provide a counter narrative to the

Euro-American dominated mainstream curriculum.

Sleeter explains that the traditional U.S. school curriculum is deeply rooted in Euro-American

perspectives, which marginalize the histories and contributions of people of color. While textbooks have

become more inclusive since the Civil Rights Movement, they often present a sanitized version of

history that downplays systemic oppression and reduces racial minorities to supporting roles in a

White-dominated narrative. This approach fails to engage students who do not see their own histories

and lived experiences reflected in what they learn. Ethnic studies, however, challenge this by centering

the voices, intellectual contributions, and historical struggles of marginalized communities. These

programs not only provide a more accurate account of history but also encourage critical thinking by

examining issues like colonialism, racial identity, and systemic oppression.

Beyond their social and political significance, ethnic studies courses have been shown to improve

student engagement, academic performance, and graduation rates. Research demonstrates that when

students, particularly students of color, take ethnic studies courses, they become more invested in their

education because they see themselves reflected in the curriculum. This sense of belonging and relevance

motivates them to succeed. Despite the clear benefits, ethnic studies remain controversial, with critics

arguing that they promote divisiveness or anti-American sentiment. However, as Sleeter points out,

these criticisms ignore the fact that the mainstream curriculum already centers one perspective while

minimizing others. Ethnic studies do not erase history, they expand it, offering students a fuller, more

complex understanding of the world they live in.

Reflection/Questions/Comments to Share

Sleeter’s argument raises an important question: if ethnic studies programs demonstrably improve

student outcomes, why do they continue to face resistance? Many opponents claim that these courses

are “political” or “divisive,” but isn’t the exclusion of diverse perspectives from the standard curriculum

just as political? It seems that the real controversy is not whether ethnic studies are beneficial, but

whether those in power are willing to acknowledge the full truth of history and its lasting impact on

society. Additionally, how can educators push for the implementation of ethnic studies in schools that

resist them

The Academic and Social Value of Ethnic Studies

Blog Post #2

The text criticizes the traditional system of education, but particularly the inclination to rely more on tests in measuring student competence and ability. The author affirms that though learning institutions provide essential skills, most of their structures are outdated, shaped by historical contexts that prioritized sorting students rather than guaranteeing the development of deep understanding. Tests, according to the article, don't actually gauge long-term retention, learning potential, or thinking processes, but instead serve to function as a sorting device for students that can limit their potential future prospects. The article further discusses the effects of politics and economics on the development of tests, referencing the arbitrary nature of changing standards and how these influence the assessment of student success. While the author acknowledges the diagnostic value of competent tests, they prefer a more critical approach to interpreting scores and teaching based on them.

 

 Blog Post #5

REFLECTION: 

After reading Alfie Kohn's What to Look for in a Classroom I thought about what applied to my experience volunteering in a second-grade classroom, and I noticed quite a few of the positive signs he describes. Classroom seating was organized to foster conversation, the kids sat in pods that doubled as activity centers, and a rug in front of the board was used as a meeting area for students and a place where the teacher could instruct them all. This setup fostered a sense of camaraderie and collaboration, often saw students helping other students and working well with each other on various tasks.

The walls were covered in a mix of student projects and instructional posters. Kohn listed commercial posters as “possible reasons to worry”, but they are used in a practical sense here and don’t feel too impersonal or generic. The room seems to belong to the teacher and the students, which I feel adds to the environment of enjoying their learning.

Discussion was almost constant in the class, but that is what I would expect from a second grade class. They would often chat between themselves, sometimes to ask a question to me or the teachers, but mostly they just talk. There are only a few moments of silence, either when the teacher is trying to instruct them or when they get too loud and “lose the privilege” to talk. I also noticed that students would help each other without being told by the teacher, which shows that the students feel comfortable in the class environment to freely collaborate. Some students were excited to have me in class so I could help them, but others students see me as an opportunity to socialize and not do their work. The mix of distraction and engagement is natural for their age and I feel it reflected a learning environment where students were comfortable with interaction.

The space was stocked with books, art supplies, and materials that made learning exciting. A lot of the work they do while I’m there is done in stations allowing students to walk around and have various activities, keeping them on the move and engaged. Kohn’s chart mentioned "purposeful clutter," and I saw that in practice, materials were abundant and felt very intentional, providing students with a very interactive learning environment.

My experience has been mostly limited to the classroom, but from what I’ve seen of the school, it has an inviting atmosphere. The front office staff has been warm and welcoming, and students’ projects are displayed in the hallways, reinforcing the idea that their voices and efforts are valued.

About Me!

 

This is me and my brother when we went to go see Hamilton for Christmas. I've been a big fan of musicals(and music in general) my whole life. I am almost constantly listening to music throughout my day.

This is a picture of me and my two best friends (the one all the way on the left is my roommate). Also in the picture is Mr. Blanchard who was the coach of our high school E-sports team that the three of us joined. I'm a big fan of video games and spend most of my time playing them

This is a picture I took when on a hike in my town. One of my favorite things to do (when the weather is nice at least) is just go around looking for hiking trails and just being by myself in the woods.

 
These are my dogs Poppy and Mabel.

Poppy(left) is really tiny and loves barking at everything. She was the first dog I've had and she's currently 11 years old

Mabel(right) is a big scaredy cat, she has anxiety and is afraid of everything and everyone. She loves to lay down near people but will move away if you so much as look at her for too long.