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FNED 346: Service Learning Final Project

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Elizabeth Andrada

on 12 December 2013

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Transcript of FNED 346: Service Learning Final Project

EXAMPLES
The Writing Assignment:
One student was working on a writing assignment based on a certain text. Of the given prompts, the student chose to form an essay based upon a societal issue that resonated with the focus of Linda Christensen’s text. The student stated that “everyone wants to look or act a certain way,” all to meet society’s vision and expectations. The stereotype that the student is addressing relates directly to the idea of “Society’s Ideal Image.”
FNED 346: Service Learning Final Project
THEORY CONNECTION #1:
Christensen

THEMES:
Society's Ideal Image
Misperception of Reality
The Influence of Society
THEORY CONNECTION #3: Collier
EXAMPLES
The School Science Project:
One student is developing a project with hopes to give back to the school community. The change that this project would bring about involves incorporating more science into the hands-on curriculum, and getting both students and staff involved in the project. It would benefit the school community in an academic manner.
THEORY CONNECTION #2: Kahne & Westheimer
THEMES:
Charity and Change
Giving Back to a Community
Transformative Experiences

Schooling in a Democratic Society: Connecting Theory & Practice
SERVICE LEARNING PLACEMENTS
Elizabeth:
The Met School
Grade Level: 11-12th,
Literacy

Wally:
Mount Pleasant High
Grade Level: 9-10th,
Biology
QUOTE:
“[I]t can be overwhelming and discouraging to find that our self-images have been formed by others, but if we don’t dissect them, we will continue to be influenced by them.” (Christensen 133)
Cultural stereotypes form as a result of society's views, therefore presenting a misperception of reality to many individuals.
QUOTE:
"[L]earning and service reinforce each other and should come together in America's schools..." (Kahne and Westheimer 1)

“…a given service learning activity can embody commitments to both change and charity…” (Kahne & Westheimer 6)
Service Learning can promote both charity and change, as well as produce transformative experiences for both students and communities.
QUOTE:
"Teach the standard form of English and students' home language together with an appreciation of dialect differences to create an environment of language recognition in the classroom" (Collier 227)

"Be aware that children use first language acquisition strategies for learning or acquiring a second language." (Collier 223)
THEMES:
Honoring Home and Public Language
Effectively Teaching a Second Language
Maintaining Cultural Identity
Language Recognition in the Classroom
Classrooms should honor both a student's home language, as well as the public language of society.
EXAMPLES
CONCLUSION
The Skater Stereotype:
Another student who I was working with had wanted to construct an essay based on what it was like to personally be a skater. He identified himself as a “skater,” and had informed me that society often creates negative labels for skaters. Therefore, others may perceive all skaters to be “bad,” due to the influence of society. He told me that some skaters may delve into alcohol and drugs (as society views this), but that he is the complete opposite of this stereotype.
Bracelets that Benefit:
One student had established a jewelry business. In Guatemala, fewer jobs were available to the public. The student viewed bracelets as an item that could be marketed in the states, and that the manufacturing of the bracelets by Guatemalan citizens would benefit employment in Guatemala. Through heading the jewelry business, this student was giving back to the community of workers in Guatemala.
 First language is honored when students use a mixture of public and home language in school. Learning the English language is also mentioned. One student whom I had been working with informed me of her past transition to the United States and having to adapt to the American lifestyle. She discussed her experiences with ESL classes in elementary school, which were required of her when she moved to the country until she reached middle school. She told me that she believed the ESL classes helped her a great deal, and that she kept knowledge of both languages. In order to first learn the English language, this student also used her own personal techniques to further develop her knowledge of the language (meaning that she observed others’ conversations and repeated spoken word).
 Another student had also worked on writing an essay with the incorporation of a quote in Spanish, along with its translation (as it related to the prompt). Students also take part in learning other languages in the classroom, and it is apparent that both home languages and the public language are honored in this classroom environment.
In one of the classes I helped out, there was a kid who I believe had a skin disorder. He was of a darker complexion, but had white blotches all over his face, arms, and legs. We were doing a group project, and after we finished, the kids in the group started talking about the upcoming homecoming dance. When this kid started to talk to his friends about who he wanted to ask, one of his friends said to him, "Who would go with you? Look at your skin! It's homecoming, not a Halloween dance."
Elizabeth
THEORY CONNECTION #1: Christensen
Wally
THEMES:
Society's Ideal Image
Stereotypes in Society
Influence of Society
THE SHARED CONNECTION
EXAMPLE
Elizabeth
Wally
Elizabeth
THEORY CONNECTION #2: Delpit
Wally
Themes:
Issues of Power
Authority Figures in the Classroom
Enacting Power in the Classroom
QUOTE:
"Issues of power are enacted in classrooms: These issues include: the power of the teacher over the students; the power of the publishers of textbooks and of the developers of the curriculum to determine the view of the world presented..." (Delpit 24)
Authority figures in classrooms need to establish and assert their authority.
Elizabeth
EXAMPLE
The first teacher I worked with had no control over his classroom. Every student in the class paid no attention to him whatsoever. They were all on their phones, having side conversations with one another, and just flat out disrespecting the teacher. He was aware of this happening, and did nothing about it. When he attempted to yell at the students, they would just laugh in his face and talk back to him. The teacher was the authority figure in the classroom, but did not use it.
Wally
Elizabeth
Elizabeth
THEORY CONNECTION #3:
Collier
Themes:
Language Recognition in the Classroom
Dialect Differences
Learning English
QUOTE:
"Teach the standard form of English and students' home language together with an appreciation of dialect differences to create an environment of language recognition in the classroom" (Collier 227)
Teachers must embrace a student's first language in order to help them be successful in English.
Wally
EXAMPLE
Wally
INTRODUCTION
Linda Christensen is an educator who supports the use of an innovative curriculum in the classroom. Having taught secondary education, Christensen has encouraged her students to take action and combat oppression in order to promote social equality.
Christensen says that the media teaches us a "secret education."
How to take action?
Expose myths
Chart stereotypes
Promote change
"Our society's culture industry colonizes their minds and teaches them how to act, live, and dream" (Christensen 126)

“Consequently, most of the early information we receive about “others”… does not come as a result of firsthand experience. The secondhand information we receive has often been distorted, shaped by cultural stereotypes, and left incomplete…” (Christensen 126-127)
CHRISTENSEN
THE
MET
SCHOOL
References:
Christensen, Linda. "Unlearning the Myths That Bind Us: Critiquing Cartoons and Society."
Rethinking Schools
01 Feb. 2007: 126-137. Print.

Kahne, Joseph; Westheimer, Joel. "In the Service of What? The Politics of Service Learning."
Phi Delta Kappan
1996: 1-15. Print.

Delpit, Lisa.
Other People's Children: Cultural Conflict in the Classroom
. New York: The New York Press, 1995; 2006. Print.

Collier, Virginia. "Teaching Multilingual Children."
Tongue-Tied: The Lives of Multilingual Children in Public Education
. Ed. Otto Santa Ana. Rowman & Littlefield Publishers, Inc., 2004. 222-235. Print.

Johnson, Allan G.
Privilege, Power, & Difference
. McGraw-Hill; 2nd edition, 2005. Print.
(*For Connection to Christensen)
BONUS
Elizabeth:
I feel that I took both intellectual and creative risks in establishing this Service Learning project.
In regards to intellectual risks, this project enabled me to garner a deeper understanding of the theories discussed in class and how each theory could directly relate to a real world experience. In the pre-drafting stage of this project, I had considered each of our theories and applied them to my Service Learning experience. I chose the three instances that I felt were most relevant to their respective theories, and in doing so, I was able to more closely analyze each of these theories.
In terms of creative risks associated with this project, I was able to enhance my skills with digital software. Prior to this project, I had never used Prezi. Wally and I both felt that creating a Prezi as a part of the media element would be most befitting for our project. We agreed upon a certain design (
i.e.
tree), and I then worked on constructing the Prezi. I found it rather difficult to build the path, but I enjoyed setting up the graphics and altering the colors/landscape. Having never created a Prezi before, I feel that I put a great deal of effort into forming/designing one, and that I took a creative risk in doing so.
Wally:
PowerPoint on Christensen
QUOTE:
"...my whole self image has been formed mostly by others or underneath my worries about what I look like..." (Christensen 128-129)

"I realized these problems weren't just in cartoons. They were in everything- every magazine I picked up, every television show I watched, every billboard I passed by on the street." (Christensen 134)
Society, as well as the media, creates a stereotypical "ideal" image for people to desire.
This is rather a counter-example, because I did not see this being done in my classroom. In one of my classes, there was a new kid who moved here from the Dominican Republic, and started learning English for the first time three weeks before him and his family moved here. Although he had an ESL teacher he met with regularly one-on-one, he still had much trouble in class when it came to listening to the teacher and taking notes. The teacher did not speak any Spanish whatsoever, and there were many instances where he would have to ask his Spanish-speaking classmates to translate what the teacher said for him. Although it is good they helped him out, I still think it makes it harder to learn from an English-speaking teacher when you are not 100% fluent in English.
We considered the theories discussed in class and related them to our Service Learning experiences. We also selected the Service Learning stories that we felt helped to demonstrate these theories.
Christensen
Connects to
: Johnson &
Kahne & Westheimer
(going from left to right)
1.) Notice the Indian Chief with his face colored red. Also, they are sitting “Indian Style” and wearing feathers on their heads. Very Stereotypical (Peter Pan)
2.) This African-American based centaur is polishing the hooves of a white female centaur, making the African-American a servant. (Fantasia)
3.) This is the cousin of Speedy Gonzalez. His name is Slowpoke Rodriguez, people believe he is a stereotype towards Mexicans because he is very lazy, wears a sombrero and has a heavy Spanish accent (Speedy Gonzalez)
4.) A Siamese cat with squinted eyes is playing the piano with two pairs of chopsticks. This just screams stereotyping Asians (Aristocats)
5.) Notice the African-Americans goofy shaped head as well as his fat pink lips (Warner Brothers)

Why were they racist?

She also points out racial stereotypes in “Looney Tunes”
Indians featured in this show are ‘degraded’, painting their faces, carrying around tomahawks, only means of communication is smoke signals
Makes Indians “savages, with long black braids and bow and arrows’’

Racist Stereotypes

Christensen says how in Popeye, Olive Oyl looks up to Popeye as her hero “man”
Makes women look weak? Dependent on men?

Popeye vs. Women?

Depicts Arabs in a certain way
All have same turban, skin color, face and body
All have huge swords
They seal everything; teeth from an old man, food, numbers off a clock, even stripes off a barber pole

Popeye: Ali Baba’s 40 Thieves

Christensen believes cartoons have manipulated us subliminally, especially older cartoons.
Use of stereotypes, ‘labeling’ certain people
Portrays certain groups of people in different ways (Ex. Women, people of different color, overweight people, etc)

Manipulative Cartoons?

By: Wally Beauchamp FNED 346








Christensen’s view on stereotypes in cartoons

Here are pictures from some well-known cartoons. Can you see why there are examples of racist stereotypes?

More Examples of Racist Stereotypes

Makes a point about minorities in cartoons
Until recent years, there was no African American ‘princess’.
Disney introduced “Tiana” as their first African-American princess figure; this was not until 2009

Roles of Minorities in Cartoons:
“Black Cinderella”?

Christensen
Connects to:
Delpit &
Collier
THEORY CONNECTION:
Linda Christensen
Additional Theories:
Kahne & Westheimer,
Lisa Delpit,
Virginia Collier

MOUNT
PLEASANT
HIGH
Full transcript