Looking back at the first couple days in ENC 1101 I was absolutely overwhelmed and stressed about the amount of essay’s that were going to be done. I looked at the syllabus which provided all the work that was going to be done and I wanted to jump of a bridge. Not being fully prepared in high school didn’t help me with my panic. I truly felt in the beginning that it was going to be too hard and I was not going to make it. Through the class I learned many things, the first paper was a minor headache but it really helped me with thoughts, how an essay supposed to flow, and the style of a paper. Once I received a grade for the first paper, I was actually stunned and motivated. Being on the right track opened up my mind and I felt confident going
Compare and Contrast of “A Talk to Teachers” and “Learning to Read and Write” In the mid 1800s, the question of whether slavery was ethical or not was a particularly contentious matter. Slaves struggled to withstand the harsh treatments from their master’s, along with getting an education, until 1865 when the Thirteenth Amendment formally abolished slavery. Although slavery was no longer tolerated, the racial bigotry did not end. Fast forward to the 1950s, and racial inequality is still prevalent in society. Segregation existed in almost every aspect of life ranging from miniscule topics such as where one can sit on the bus, to more serious topics such as quality of education one child receives. This discrimination was fought through protests in the civil rights movement throughout the 1950s and 1960s. As an American high school student in a country still plagued with racial discrimination today, it is imperative to remember the true value of a quality education. While James Baldwin’s “A Talk to Teachers” and Frederick Douglass’s “Learning to Read and Write” both emphasize the need for racial equality in education, Baldwin’s forceful and angry tone ultimately make his speech the more rhetorically effective of the two.
Before I began this course I thought that I was a really good writer and that I would strive in ENC 1101 with ease. I assumed this because I was always getting good grades in my previous English courses in high school. Most of my papers in high school I had got a high B or an A. But I got a big awakening when I turned in my first paper in ENC 1101. This is because I had assumed that I was going to get a good grade because I thought I had answered all the things that were listed on the rubric that you handed us. When I received my first paper back I was on the borderline tears that I had got a C. At first I did not understand what I had did wrong. After going back and looking at my teacher's comments I realized that I needed to provided more
I am the founder and president of the SADD (Students Against Destructive Decisions) Chapter at my school, and I've helped create SADD chapters at other middle and high schools in multiple school districts. Currently, there are about 40 students in my SADD chapter. I started my SADD group my freshman year, so I have been involved with my SADD group for almost three years now.
Throughout this paper, I will inform you of ENC 1101 from why I’m nervous about taking this class and what is causing me to worry. I will tell you about two references from the syllabus that stood out to me and why. Last I will advise you if I’m ready for this course and if I feel I’m prepared.
The United States has a history of denying people of color, women, immigrants, and indigenous people an equal and equitable access to the civil rights and liberties bestowed upon other citizens of this country. This sentiment rings especially true, as it relates to education, as these groups have all been disadvantaged and disenfranchised at different points in American history. The disservice that the United States has constructed against the success and progression of African-Americans, should be more duly noted, as they are the diversity group the most in need of pedagogical attention. Consistent with the structure which exist in the political, economic, and social systems of the United States, African-Americans, continue to have the
As kids grow up into adults, they go from learning arithmetic, alphabet, and handwriting in elementary schools to learning the principles of the science, social science, humanities, and arts in colleges, school education always performs a role to teach students the comprehensive knowledge and develop their skills and desires for lifelong learning. Born and raised in Brooklyn, New York, my friend Tiana is an Africa-American graduated from New York University (NYU) with a major in Gender and Sexuality Studies in 2012. Her four years of studying race, gender, and sexuality in American history gave her a profound understanding of minority groups and feminism and prepared her to be a responsible woman who holds a deep respect for racial differences and works for women’s rights.
“At the end of the 20th century, when identity formation is increasingly mediated by technological media, who learns what, and how is it learned?” (Ibrahim, pg. 349) “How do differently raced, gendered, sexualized, abled, and classed social identities enter the process of learning a second language?” (Ibrahim, pg. 349) “In a postcolonial era when postcolonial subjects are constituting part of the Metropolitan ‘centers’, what is the ‘critical pedagogy’ required in order not to repeat the colonial history embedded in the classroom relationship between white teachers and students of color?” (Ibrahim, pg. 349) “At a time when the North American blackness is governed by how it is negatively located in a race conscious society, what does it mean for a Black ESL learner to ‘take up’ and acquire Black English as a Second Language (BESL)?” (Ibrahim, pg. 349) “In other words, what symbolic, cultural, pedagogical, and identity investments would a learner have in locating oneself politically and racially at the ‘margin’ of representation?” (Ibrahim, pg. 349-350) “In the case of African youths, whose
When starting college this January, it was a major transition from how high school allowed students to write papers. In high school, the writing prompts and essays that were given were not too lengthy and very specific on what to write about so it was not too difficult to clasp everything together. However, going in to my EN100 class it showed me how to open up my mind more and use a lot more of my own natural style on a paper rather than keep it solely based on research. Taking this course was very different from high school because you are allowed to write about what you want and that leaves a very broad option of choices to go for which may be extremely hard to narrow down. Even though it is difficult to eliminate down to one topic of choice,
I realized that I have not been able to do many thing on campus this year because of school and work. However, ALD helped me become more involved on campus and in the community by encouraging members to take part in Community Service Events. I am really glad that I
This text is a part of my ED 801 class “Seminar on Social and Cultural Foundations of Multicultural Education at San Diego State University. I believe this text will equip me with a foundation to begin my journey into culturally acceptable types of leadership.
Taking off the Mask From the time I was a small child my family has always stressed the essentiality of education, but I’ve learned that the process of acquiring knowledge in this country comes with a steep price. The loss of one’s identity while being forced to assimilate into “American culture” is the price many of us must pay. This barbaric process of cultural genocide occurs in the schooling system because in order to be perceived as fully human, minorities are obligated to forfeit their history and lose a piece of themselves with the hopes of acceptance. This is fundamental when constructing agents who will just go out into the world and perpetuate the same nauseating racial, social, economic hierarchies which we call freedom in this
Despite the adversity they faced, our two authors, Richard Rodriguez and Sherman Alexie, are held high in regard for their respective works on minority education. Richard Rodriguez is the author of the novel The Hunger of Memory, his personal autobiography. In this unique and emotional work, Rodriguez explains how his education brought him success, but created a large rift between his Mexican heritage and culture and himself. On the other hand, Sherman Alexie is a Native American author who wrote the essay “Superman and Me.” In the essay, Alexie explains how his love of books began his education, how hardships that follow being an intelligent Native American forced him to persevere, and how his education has brought meaning to his life. To both of these authors, the most important subject in these literary works is their education as minorities, and the success resulting from this education. In The Hunger of Memory, Rodriguez focuses on themes of how education can be beneficial, but at the same time can cause separation from one’s original identity. “Superman and Me” visits themes of caring for others and how success is achievable by anyone. Each author sheds a different light on the education of minorities, but they share similar thoughts in theory. Education can bring an individual great success, but with this enlightenment comes the responsibility of understanding what the world truly contains.
Growing up as the child of an average African American father and a typical southern caucasian mother finding the balance between the two proved to be more influential in my education than ever expected. My parents made sure that I was always aware of both cultures gave me the freedom to live life identifying with both. However, once I reached mid-elementary grades it became more prevalent that I needed to choose a side in which to identify. I would slowly begin to understand that my election could have such major influence on the education I would receive.
Education has always been an imperative aspect of the American identity. To be educated is to be successful. Despite the emphasis that is placed on education, there are certain barriers that have stalled the equal distribution of knowledge. One of those major barriers is racism. The United States of America