Learning Experience 2

Caroline Beery

October 15, 2020

Dr. Shutkin

We looked into the reading by Michael L. Sulkowski called, Unauthorized immigrant students in the United States: The current state of affairs and the role of public education. In this reading, the first thing that he talked about was the phenomenology of undocumented immigration. As of recent times, about 5.3 million children living in the United States are undocumented, meaning that they are not officially recognized as citizens, or have at least one parent who is undocumented. At least 775,000 of these children do not have citizenship status, refugee status, permanent resident status, or any other form of temporary residency status for the purpose of work, education, etc. Approximately 4.5 million children in the United States are at risk of losing at least one parent to deportation or detainment by Immigration and Customs Enforcement officers, which is also known as ICE. Some of the reasons for immigrating to the United States include but are not limited to seeking a better life, education, medical care, etc for oneself and one’s family; escape from conflict and warfare. Currently, half of these individuals and families hail from Mexico and are attempting to cross the United States/ Mexico border. Also, many others come from Central American nations. A significant number of immigrants living in the United States become unauthorized when their visas expire or are left unrenewed. Families are often forced to flee their homelands due to violence or dangerous circumstances. Parents are willing to endure the challenges of immigration for the sake of their children.

The next thing that Sulkowski talked about is Deportation. Deportation rates have increased during the Bush and Obama administrations, and the Trump administration made efforts to accelerate this process. The majority of deported immigrants were not criminal offenders. The United States deportation processes are cited as disproportionately targeting undocumented working-age Latino males and families, arguably due to bias and discrimination. They mentioned the impact of current practices on youth. “Higher risk of parental loss, greater disruptions in psychosocial functioning, increased risk for mental health problems, and more significant problems in academic performance when compared to their peers” (Sulkowski, p 64).  This increased the risk of victimization and bullying by their peers due to their race, religion, or socioeconomic status. CHildren with at least one unauthorized parent can miss out on between 1.25 and 1.5 years of overall K-12 school attendance (Sulkowski, p 64). 

This reading really did open my eyes to this problem that is happening in the world we live in today. I want to emphasize something that we talked about in our discussion during our learning experience. One of the discussion questions in the slide show was “Do you think that it is right to separate a child from their mother or father because they are undocumented immigrants? Explain why”. I brought up a very good point of trying to put ourselves in their shoes. I first just simply started by thinking about how I would feel if my mom or dad was suddenly ripped from my home. I could not even imagine how I would feel as a child. I first of all would have no idea why my mom or dad was being taken away from me and I also wouldn’t understand where they are being taken. I then was thinking about the effect it would have on me as a child. I relied on my parents so much when I was growing up and I learned so much from them. I believe that children need parental support and guidance to help you through life. I know if I didn’t grow up with any guidance, I would have done whatever I wanted as a child and by doing that I would not end up where I am today. 

Our learning circle choose to focus on having everyone express their opinions of undocumented immigrants and deporting immigrants. For our learning experience, we first chose to have a few slides that went over a summary of the reading. We did this incase someone did not understand the reading, so this gave them a chance to understand the reading better so we could create better discussions. I think that this worked very well because if people were confused, this helped them be able to participate in the discussion. The next thing that we did was we broke into breakout rooms and there were five discussion questions that each group had to answer. In these groups they were creating a discussion by answering these questions. Once the questions were completed, we came back into the main room and had a whole class discussion on these questions. Each group discussed one question and people made comments on their opinions. I believe that our discussion was very productive and we really dove into the impart that deportation of parents can do to these children. 

My contributions to the design of the learning experience was that I came up with a discussion question for the whole class to answer. I also designed the answer slides for each group to put their answers on. This may seem simple but I spent some time thinking about the most efficient way to have the groups answer these questions while also thinking about making it easy for them to understand. My responsibilities during the learning experience was to read one of the summary slides to get the information across to the class. I then explained to the class what our learning experience was and what they were to do in their breakout rooms. Once we were in the breakout rooms, I helped guide our group’s discussion to make sure that we stayed on track. If they were ever stuck on a question I would guide them to help them understand the question more. I think overall that our learning experience went very well and it was a productive discussion. 

Reading for the week: 

Sulkowski, M. L. (2017). Unauthorized immigrant students in the United States: The current state of affairs and the role of public education. Children & Youth Services Review, 77, 62–68.

Slides link:

https://docs.google.com/presentation/d/1i1OXD097uc3Je6YTZhdJnJprJjxCFE2NhW4MFed4iBM/edit?usp=sharing

Current Connections 1

The reading for this week was Brown and the foundations of educational equality: Equality in education law and policy. This reading really focused on Brown v. Board of Education and many other court cases regarding the school system. They first focused on Brown v. Board of Education. This court case took place in 1954, they ruled that racial segregation of children in public schools was unconstitutional. This case was a major turn around for the civil rights movement. Something that came about in this case was something called “Separate but equal”. This meaning although we may be separate as races, we should still have the same rights as humans. They also mentioned court cases that came about before Brown v. Board of Education. In 1896 there was a case called Plessy v. Ferguson, they ruled that racially segregated public facilities were legal, as long as the facilities were equal for blacks and whites. This was a clause to protect blacks from having facilities that were in bad conditions, it was required that they had facilities that were in the same condition. For example, it was legal to have separate railcars for black and white passengers but their railcars were required to be in the same condition and equal to one another. Then came along the Jim Crow Laws, which were state and local laws that enforced racial segregation in the South. In the early 1950’s the NAACP which was founded in 1909, put most of their efforts into protecting the rights of African American citizens. “In 1950, the court ruled in Sweatt v. Painter and McLaurin v. Oklahoma State Regents, cases that both involved graduate school education for African American students”. In the case, McLaurin v. Oklahoma State Regents, they ruled that it is unconstitutional to separate an African American graduate student from white graduate students. For example, African American students were not able to participate in class discussions when they were separated from the white students. In the case, Sweatt v. Painter, it ruled that denying law school admission to an African American student on the basis of race was found unconstitutional. Students were being denied admission to law school which was clearly not equal. 

They developed this piece of writing by first explaining what Brown v. Board of Education was and then they went back into time and explained some of the cases that lead up to Brown v. Board of Education. By explaining the cases that led up to Brown v. Board of Education, I was able to grasp a better understanding of how Brown v. Board of Education came about and where they stood going into this case. 

I focused on finding an article about Brown v. Board of Education. The article that I was is titled, 65 years after Brown v. Board of Education, school segregation is getting worse. This article was written on May 17th, 2019 this date is marking the 65th anniversary of the Supreme Court’s ruling in Brown vs. Board of Education. In this article, a report was done by UCLA and Penn State, they looked at federal student enrollment data and other research on school segregation. They found that students across America are increasingly attending racially isolated schools, with black and latino students in particular attending schools that are predominantly nonwhite. While white students are attending schools that are less white than they were in the 1950s and 1960s, but these schools still have far more white students than they should for the student population. School segregation is no longer just a white/black issue, but now it involves other racial groups. The gap between black and latino students and their white peers is growing wider, creating schools that are not only racially segregated but also economically segregated. Students attending predominantly black and latino schools have less access to beneficial programs than their peers. The report states that it is common for black and latino students to be largely concentrated in schools together, while Asian American students attend schools with larger white populations. I made a slideshow that gave a summary of the article and then I had three discussion questions for the class. What does your school situation look like? From your experience, do you think that it is true that Asian and white students are “grouped” together and black and Latino students are “grouped” together in schools? What can we do in an effort to desegregate schools? We discussed how many do not realize that segregation in schools is still prevalent today. 

Slideshow link: https://docs.google.com/presentation/d/1JhOEHu7ZDKAvDclTBwjHEStgjiruwlOoreyr2dQ9KUs/edit?usp=sharing

Article:

Lockhart, P.R. 65 Years after Brown v. Board of Education, School Segregation Is Getting Worse. 10 May 2019, https://www.vox.com/identities/2019/5/10/18566052/school-segregation-brown-board-education-report

Weekly Reading:

Superfine, B. (2013). Ch. 3. Brown and the foundations of educational equality. Equality in education law and policy, 1954-2010. Cambridge : Cambridge University Press. pp. 37-67.

Learning Experience 1

Caroline Beery

September 17, 2020

Dr. Shutkin

We looked at a reading by John Dewey called, Exploring Education: An Introduction to the Foundations of Education. In this reading, it was split up into three different sections. The three sections were: what is education, what is school, and what should we teach. The first section, what is education, talks about how Dewey believed there were two aspects to education. The two aspects of education are psychological and sociological. Dewey explains that psychological education focuses on the development of the child’s “powers”. He explains that powers are the specific abilities and talents inherent to the child. Psychological education also refers to what many think as education today. He focuses on the development of the child’s knowledge and skills when it comes to the psychological part. Now looking at the sociological part of education, this refers to the role of schools to translate children’s own instincts into skills they can use in the adult world. Dewey believed in both psychological education and also sociological education. If psychological education is placed before sociological education, the education then becomes “Barren and Formal”. But if sociological education is placed before psychological education, then the freedom of the child is subjected to the needs of the collective. Overall, Dewey believes that the child should be educated so that individual strength and affinities are strengthened then interpreted and translated to their social equivalents.

Now looking at the what is school sections, he explains how school is primarily a social institution. Dewey explains how school should simplify existing social life. A child cannot be expected to immediately jump into society at large and expect to succeed. Everyday life is too complex for an inexperienced child to understand the many nuances. School should then be a simplified reflection of the larger society. Dewey believes that the reason modern education fails is that school is not seen primarily as a form of community life. Education in school then should be center and focused through the community of the school. Moral education of the school should be achieved by emphasizing the socializing aspect of education. That teachers should be less authoritarian figures in class instead members of the school community tasked with guiding the students through lessons as opposed to dictating to them. 

Looking at the what should we teach sections of the reading, Dewey explains the child should not be introduced too quickly to special subjects of reading, writing, geography and others. The center of education should be based around the child’s own social life. Studies like literature and history should be made relevant by applying them to the child’s own social situation. The education then doesn’t have a set curriculum as we understand it. Instead the child is introduced gradually with new subjects as they present themselves to the child. Finally there should be no end to education, education should be a constant process that exists for the sake of the process itself as opposed to preparing for a future test. 

As a group, we chose to make a slideshow. We chose to have a few slides in the beginning to go over the main ideas of the reading to give everyone a better understanding of the reading. We also took into account that not everyone is going to read the reading assigned for this day, so we wanted to give everyone a chance to understand the reading so that there was more engagement in the actual activity. After the summary slides, we decided that we were going to do break out rooms. We chose to have each group have a slide to fill out and have a few discussion questions on each slide. Our plan then was to come back together and have each group share their answers and then this would start the discussion. Since we ran out of time we were only able to have each group pick one question to answer but I still think the discussion was successful. I contributed to the design of the learning experience because I made the slide show. I set up the entire slide show and figured out how to set it up. I set the slides up by putting the groups on each slide and also figuring out how to display the questions and how the students would answer the questions and where. I also came up with the idea that everyone comes up with a discussion question, so everyone texted me their question and then I wrote it out in the slides. I also made sure that all of the slides looked the same since we wanted each group to have the same questions so that when we discussed they all had their own answers to the questions. My responsibility during the learning experience was to explain the activity that we were doing and make sure that the students understood what was expected of them. When we were in our breakout rooms, I helped my group members stay in the right direction and make sure that their answers answered the question the correct way. We didn’t use anyone but Dewey.

Dewey, J. (2018/1897). My pedagogic creed. In A. R. Sadovnik, P. W. Cookson Jr., S. F. Semel, & R. W. Coughlan (Eds.), Exploring education: An introduction to the foundations of education (5th ed., pp. 215-218). New York, NY: Routledge.

The link to the slide show is here: https://docs.google.com/presentation/d/1XHergKbpiq2VCMq2EFW_oS63L8LFQQ9S6Is5NL_DgEY/edit?usp=sharing

Post 1: Class Survey

  1. Caroline Beery
  2. Upper Arlington, Ohio
  3. 1st or 2nd grade as of now
  4. I am on the track and field team at John Carroll University. My event is pole vault. I blew out my knee in January and I’ve had two surgeries so I am out for this season.
  5. https://www.amazon.com/How-Stop-Worrying-Start-Living/dp/0671035975/ref=as_li_ss_tl?ie=UTF8&linkCode=ll1&tag=ujcta-20&linkId=450655a15155bce5bd8527bd17c2cd8a&language=en_US
    • I like this book because I believe that you should always try to have a positive outlook on everything in life. I believe that everything happens for a reason and if something bad happens then it was meant to happen to you.

7. Something that helps me be creative in the classroom is feeling comfortable with my classmates. It also helps sometimes to be in smaller groups.

8. I get a little nervous thinking about interviews themselves and the interview process.