Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Week 10 readings on Gender

Teaching Kids to Write for Life, Grade 4-8
by

B. Zaimi

on 28 January 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Week 10 readings on Gender

Author:
Key Concepts:
1. Educating Boys: Tempering Rhetoric with Research by Bernie Froese Germain
2. Locating identity and gender construction in a post 9/11 world: the case of the Hijabi girl by Alnaaz Kassam
3. (Un)Necessary Toughness?: Those "Loud Black Girls" and Those "Quiet Asian Boys" by Joy L. Lei

Quote 1:
“There is still a dominant perception that all boys are under-performing at school in relation to all girls…. The need to nuance performance data by taking into account issues of class, ethnicity and race to consider which boys and which girls are being advantaged or disadvantaged within the current system of schooling are now widely accepted." (p. 361)
Quote 2:
“Such proposals can “fall short because all-boys arrangements can be breeding grounds for virulent sexism… or can become dumping grounds for boys with discipline problems” (p. 487).
1. The need to consider
which boys
aren’t doing well rather than assuming all boys are having difficulty

2. The “boy turn”

3. Single-sex schooling

4. Multiple sexualities

5. The “feminization” of the teaching profession
Quote 4:
"The profound problems facing the profession today – the failure to attract the next generation of teachers, the impending retirement of the majority of the teaching workforce, plus low salaries and heavier, more complex workloads – have little to do with the predominance of women. The solution to the critical issues facing school teaching is an industrial one. It is about significantly increasing teacher salaries, recognising and remunerating valued classroom experience, and properly supporting teachers inside and outside the classroom, during and after initial training." (p. 24)

Quote 3:
"The profession should be attempting to attract the best and most suitable people into the profession, regardless of gender. If teachers mirror more accurately the society in which they operate – in terms of gender, class and ethnicity – so much the better. But teaching ability must remain the primary consideration."
(Davis, 2003, p. 27)
By: Bektjona Zaimi & Pamela Kramer
Week 10 readings on Gender:
1. Educating Boys: Tempering Rhetoric with Research by Bernie Froese Germain
Main idea:
Boys’ academic achievement in schools is declining in relation to girls. The emphasis of the article is on the contribution of feminist analysis.

Thank you!
Questions?
Aliya's poem


Who am I?
Why do you stare at me?
Why do you hesitate to let me in your bus?
Why do you check my ID?
And let the others pass by so freely?
Why do you hurt me?
Am I not a human being?
Why can’t I walk down the road as joyful as others?
Why am I afraid to see you?
Why do I want to hide myself?
Why am I criminal in your eyes?
Why did you change my identity
From an innocent girl to a terrorist?
Who am I in your eyes?
A girl, a student, a Canadian?
No,
My only identity is ‘Hijabi girl?’
PROFILE OF AFRICA
By Maxine Tynes

We wear our skin like a fine fabric, we people of colour
Brown, black, tan, coffee cream ebony
Beautiful, strong, exotic in profile
Flowering lips
Silhouette obsidian planes, curves, structure
Like a many-shaded mosaic
We wear our skin like a flag
We share our color like a blanket
We cast our skin like a shadow
We wear our skin like a map
Chart my beginning by my profile
Chart my beginning by my color
Read the map of my heritage in
My face, my skin
The dark flash of eye
The profile of Africa
Response


"The thing that strikes me the most about you guys is that you seem to struggle with your identity and colour really matters in the west. My heart especially goes out to ‘the hijabi girl’. I don’t think that you should let your background dictate your life but I guess your society is so much more different from ours. It would be interesting to learn more about such ethnic divides in Canada and its impact on the population."


Do you identify with Tynes?
2. Locating identity and gender construction in a post 9/11 world:
the case of the Hijabi girl by Alnaaz Kassam
Main idea:
The author writes about her experience exploring the concept of identity in her classroom. She highlights how her students' identities are a mix of the reality of their lives and the reality of the larger world around them.
Author:Alnaaz Kassam
India
- ancestry
Africa
- land of birth and initial education
Middle East
- birthplace of her religion
Canada
- resided for 30 years, undergraduate, graduate and postgraduate degrees, professional educational researcher for 10 years, high school teaching career.
Farida's poem

It doesn’t matter
I am brown
But that’s what I used to think back home
Color doesn’t matter
But I realized that it does
Upon entering the ‘Great White North’
They call it that for a reason, the great white north
Because everyone’s skin is snow white.
Author:Joy L. Lei
Key Concepts:
3. (Un)Necessary Toughness?: Those "Loud Black Girls" and
Those "Quiet Asian Boys" by Joy L. Lei

Main idea:


Completed a M.S. in Curriculum & Instruction - Multicultural Education as well as a PhD in Educational Policy Studies-Social Foundations of Education at the University of Wisconsin-Madison
Currently works as Chief Diversity and Inclusivity Officer at University of La Verne in California, USA
Previously worked as Program Associate at Facing History and Ourselves, a nonprofit education organization, where she provided professional development and support to secondary education teachers around issues of difference and inclusion

The author presents an analysis of a 2 year ethnographic study conducted at a public comprehensive high school in the American midwestern city of Jackson. She examines the process of identity construction among Black females and Southeast Asian American males, who have been racialized, gendered, and labeled as “other” through the repeated stylization of their bodies and behaviour
1. Identity as a production

2. Stereotype of Black girls as large and loud

3. Stereotype of Southeast Asian males as quiet and effeminate

4. Resisting marginalization through performative acts of toughness
Quote 1:
“It is important to distinguish ‘performance’ from Butler's (1997) notion of ‘performativity.’ Whereas the former presumes a subject, the latter contests the very notion of the subject. That is, one does not perform one's gender, which assumes the subject's gender identity as stable, coherent, and based on an a priori notion of ‘sex’; rather, through repetition of performative acts, one materializes the effects of gender normality. Also as Butler (1993:2) points out, the fact that this reiteration is necessary is ‘a sign that materialization is never quite complete, that bodies never quite comply with the norms by which their materialization is impelled.’” (Lei, 2003, p. 161)


Quote 2:
“Ariel talked about being loud as being outspoken, a way of having fun, making friends, getting attention, and ‘being yourself.’ She also recognized being loud as a trait shared by her mother and other African American females. It is crucial to develop a complex understanding of loudness as an act of resistance among some African American females. As Fordham suggests that, ‘those loud Black girls’ is a metaphor of ‘African-American women's existence, their collective denial of, and resistance to, their socially proclaimed powerlessness, or 'nothingness.'" (p. 164)

Quote 3:
“Several attributes in Ms. Day's narrative are worth noting: the Southeast Asian American males' quietness and lack of talk, their ‘curious’ and ‘mysterious behavior outside the classrooms, their possible association with gangs or groups that ‘act tough,’ their Asian/foreign-ness, and their marginal masculinity.” (p. 170)

Quote 4:
“I would argue that [Southeast Asian American males’] behaviors also reflected performative acts of achieving ‘toughness’ to counteract the construction of them as masculine Other. By choosing to adopt markers associated with Black masculinity, which has been stereotyped as hypermasculine and a threat to white male prerogative (Ferguson 2000), the Southeast Asian American male students gained a tougher image. How- ever, this tougher image also materialized them as deviant academic and social beings. As ‘newcomers’ to pre-established gender and racial hierarchies in the United States, the Southeast Asian American males' choices to be silent and invisible, to acculturate and adopt certain styles and behaviors, to physically resist the harassment they faced, were all acts of resistance to the negative production of them as abject beings.” (p. 177)
Full transcript