“A Minnesota teacher of seventh and ninth grades says that she has to spend extra time in class editing papers and must 'explicitly' remind her students that is is not acceptable to use text slang and abbreviations in writing” (Cullington 89). Also, “many complain that because texting does not stress the importance of punctuation, students are neglecting it in their formal writing” (Cullington 89). These points are valid, but the evidence is limited because it is based on a few personal experiences, rather then a large study with much more research.
From the way the story was written it talked about black women’s hairstyle, clothes they wore, lack of education, and the certain usage of words. The way Phoenix’s words were delivered in the story seemed as if it was a put down. The tale made Phoenix to be knowledgeable by her everyday doing in life, but in reality she was displayed to be ignorant. The story of Phoenix Jackson is an expedition, a dealing of race and imagery. This story portrays stereotypes, racism, and struggles, which relate to the previous books Malcolm X and Birth of a nation.
A final point Alonso speaks is “Most damaging of all, perhaps, is the fact that professors are human beings and therefore they will sometimes grade examinations unfairly” (198). Alonso wants her audience to sympathize with teachers. She wants everyone to know that teachers can also go through daily life events that can cause them to be unfair when it comes to grading. Joy Alonso does not use as much pathos in this article as she could to get her point across, but there is still a sense of reaching and a reader can truly feel that she cares about the
The project of finding a voice, with language as an instrument of injury and salvation, of selfhood and empowerment, suggests many of the themes that Hurston uses as a whole. Zora Neale Hurston draws attention towards her novels because she uses black vernacular speech to express the consciousness of a black woman and to let the reader know exactly how statements are said. This use of the vernacular is particularly effective in Their Eyes Were Watching God. Their Eyes Were Watching God exposes the need of Janie Crawford's first two husbands for ownership of space and mobility with the suppression of self-awareness in their wife. Only with her final lover, Tea Cake, who's interest orbit around the Florida swamps, does Janie at last glow.
In Alison Schneider’s essay, “Frumpy or Chic? Tweed or Kente” Sometimes Clothes Make the Professor” Camille Paglia says, “Yes, teaching is a performance art. But when the teacher hijacks the classroom for self-display – of fashion or mannerism or cult of personality – we have a corruption of education (143).” Some believe that their professors should use the classroom for self-display. People want their professors to look professional and clean-cut, and of course personality is important as well because without a personality, the professor is just plain boring. Without a sports jacket and dress pants professors look trashy and can’t be taken seriously.
The tall blonde woman is wrong in stating the school isn’t raising rocket scientists because she makes a dangerous assumption, leads these kids to feel uncomfortable in their learning environment, and deprives the kids from being proud of who they are and wanting to learn. A teacher making their own decision to focus on art, specifically because they believe it is the only way for these children to succeed is wrong. Most children want to learn and feel like they can achieve anything they desire ranging from a doctor to a pilot. They are hungry to learn and as Nilsa tells stories of animals she states that the kids, “Listened, some with mouths open, as if they were being fed” (Mariano 553). As shown, all these kids want is to learn, learn more of their culture, more of the academics, more of history.
Working in her current school has made her realize how important it is for her students to understand and be tolerable towards others and have a different view outside of what they are used to. She states that she sees a lot of her students using derogatory terms and racial slurs towards one another without really knowing the meaning behind them. This teacher says that she finds herself talking about tolerance and race very often in her classroom because some of her students would be
For class, Krauss writes about the white working-class women “whose views on public issues are generally expressed only within family or among friends...” (262) Which basically means their views are in the private arena of family. Although some of these women had very strong opinions they were too scared to let their voices be heard because they were educated that their opinions were not for the public. As Lois Gibbs said, “I believed if I had a problem I just had to go to the right person in the government and he would take care of it.” (qtd in Krauss, 263). Although the white working-class women used to believe that “all they have to do is give the government the facts and their problems will be taken care of.” (263), they came to realize that democracy is between the people more than it is in the government. The white blue-collar women show us the transformation that they made into the independent and assertive women that they are today and that they do deserve to be
Math is NOT a Waste of Time Susan Jacoby, a former columnist for the New York Times, raises awareness of scientific and mathematic depravity in the female community in her article “When Bright Girls Decide That Math is ‘a Waste of Time.’” Jacoby believes adolescent girls avoid advanced science and math courses because of stereotypes and “cultural expectations” that society places on women (282). Throughout the article, Jacoby tries to educate parents and women of the lost opportunities girls inflict on themselves so that parents and teachers can decrease the learning gap between boys and girls in the math and science fields. Jacoby believes that parents need to push their daughters to break the barriers and add more science and math classes to their school schedules so that they do not become as “intellectually handicap” as earlier generations. I agree that girls need to continue their education in the math and science fields and that society acts as an influential factor in what classes females take. However, I think the lack of females in advanced science and math classes has no definitive reason.
Ryan Roberts U.S. Latino/a Literature Dr. Marci Carrasquillo 3/13/2013 The Roots of Racism Education through upbringing is the largest contributing factor for a person’s racist views and prejudice ideas. While the developments of these racist views are obvious, Junot Diaz’s “How to Date a Brown Girl (Black Girl, White Girl, or Halfie)” suggests that individuals are educated in racism because of the pressure to fulfill the social norm rather than an actual racist mindset or family approval. It is believed by many that racism is a mindset that people naturally have. The real question is how does that even make sense? Believing that a belief just coincides with you is a ludicrous notion.