React to June Jordan's essay: what surprised you, compelled you, resonated with you? Can you relate to the issue of speaking a "nonstandard" dialect? Have you experienced a formal acknowledgment or celebration of your way of speaking/writing inside the university? What are ways you can enact resistance within the university?
I thought that June's essay was quite interesting. I thought that the run-down of the Black English terms was very interesting. This section of the article made a good point about standard English not really "getting to the point". From what I understand from passages within the essay, the apparent use of Black English is merely to be concise. Even though all people are taught standard English from the first day they enter a classroom, Black English can still be understood by most people. A way to show that you would like to resist the traditional writing frame that the university requires us to write in by taking your stance in your writing. If you are in a class that requires you to write a paper, and you would like to do what June Jordan did, you can write your essay in Black English. You will probably get points counted off for grammar and usage, but if your content is on point, you should still get a good grade.
About Me
- Jackie farmer
- Hi everyone! My name is Jackolyn Farmer, but everyone who knows me calls me Jackie, and thats fine by me. I am a senior at USM this year and I am in the dual enrollment elementary education/special education program. I enjoy it very much so far. My hometown is a little place about 2 hours northwest of here called Crystal Springs. Before I moved to Hattiesburg, my family and I lived there for 16 years. We moved here from Jacksonville, Fl. I like Mississippi, but I want to move close to the beach so I will probably move back to Florida sometime after graduation.
Thursday, July 21, 2011
Tuesday, July 5, 2011
Blog # 7
Given Krishnamurti's argument in "The Function of Education," how were "fear" and "ambition" (as Krishnamurti defines them) affecting Rose's experiences and questionings in graduate school? Can you relate to these feelings in your own experiences?
I feel that the fear that Krishnamurti describes in his work affected Rose because he was unsure of his own intellectual needs as a person. Here is Rose, who is intelligent, but has had difficulty his own interests. While in graduate school, Rose decides that he wants to go on to this psychology tangent, in pursuit of something that he thinks is more interesting,only to find out that it is not. He thinks about taking a job as a professor at the community college level because he is fearful of not having the comfort of steady work pace, income whatever it may be. But he does have this fear.
I can relate to this as well. Not unlike many other college students, I have changed my major. I am a special education major who started out as a Biology major. I was a Biology major with a desire to attend medical school. I wanted to do this because all of my other friends were Biology majors that were going into the health field too. All of my life, I had thought of being a teacher, but the year before I started college, I wanted to be like my friends. I put my needs aside in order to gain acceptance from my peers. After my first year, I realized that I hated what I was doing and that there was no way I was going to make it through college as a Biology major. I switched my major to special education and I am now confident that I am in a field that I want to be in. I enjoy my classes and am excited to learn all that I can about my field.
I feel that the fear that Krishnamurti describes in his work affected Rose because he was unsure of his own intellectual needs as a person. Here is Rose, who is intelligent, but has had difficulty his own interests. While in graduate school, Rose decides that he wants to go on to this psychology tangent, in pursuit of something that he thinks is more interesting,only to find out that it is not. He thinks about taking a job as a professor at the community college level because he is fearful of not having the comfort of steady work pace, income whatever it may be. But he does have this fear.
I can relate to this as well. Not unlike many other college students, I have changed my major. I am a special education major who started out as a Biology major. I was a Biology major with a desire to attend medical school. I wanted to do this because all of my other friends were Biology majors that were going into the health field too. All of my life, I had thought of being a teacher, but the year before I started college, I wanted to be like my friends. I put my needs aside in order to gain acceptance from my peers. After my first year, I realized that I hated what I was doing and that there was no way I was going to make it through college as a Biology major. I switched my major to special education and I am now confident that I am in a field that I want to be in. I enjoy my classes and am excited to learn all that I can about my field.
Blog #6
"Nothing is more exclusive than the academic club: its language is highbrow, it has fancy badges, and it worships tradition," Rose writes in chapter 3, "It limits itself to a few participants who prefer to talk to each other" (58). He then acknowledges Father Albertson - along with other teacher/mentors at Loyola - for opening this formidable club to him. How do Rose's experiences with his teacher/mentors reflect Freire's portrait of education (the banking-concept education he criticizes and/or the libertarian model he advocates for)?
In chapter 3, Rose discusses the relationship between himself and one of his professors, Mr.Johnson. Mr. Johnson was not a user of the "banking system" that Freire referred to in his writing. Mr. Johnson created a world of comfort for Rose who was a struggling learner at the time. Rose enjoyed being in Mr. Johnson's class because Mr. Johnson was not only giving him information, but was teaching him ways to learn and re-use what was being taught in class. On page 49 of LB Rose says, " He (Mr. Johnson) did for me what Mr. MacFarland had done for literary history: he gave me a directory of key names and notions." I feel like Rose became more comfortable with his learning in his philosophy class because of his instructor's ability to start his learning process at a low level, then increase the intensity of the instruction in small intervals. This is not a model of the banking process that Freire discusses. Students are taught in Mr. Johnson's model that it is okay to start small, just so long as you learn what you learn well. Where as the banking model perpetuates fact-learning and memorization.
In chapter 3, Rose discusses the relationship between himself and one of his professors, Mr.Johnson. Mr. Johnson was not a user of the "banking system" that Freire referred to in his writing. Mr. Johnson created a world of comfort for Rose who was a struggling learner at the time. Rose enjoyed being in Mr. Johnson's class because Mr. Johnson was not only giving him information, but was teaching him ways to learn and re-use what was being taught in class. On page 49 of LB Rose says, " He (Mr. Johnson) did for me what Mr. MacFarland had done for literary history: he gave me a directory of key names and notions." I feel like Rose became more comfortable with his learning in his philosophy class because of his instructor's ability to start his learning process at a low level, then increase the intensity of the instruction in small intervals. This is not a model of the banking process that Freire discusses. Students are taught in Mr. Johnson's model that it is okay to start small, just so long as you learn what you learn well. Where as the banking model perpetuates fact-learning and memorization.
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