Teaching Minority Students
This is an excerpt from the paper...
The author attempts to prove that the teacher's emphasis should not be on marginal (mostly minority and poor) students, but should equally address the education of the stable, wealthier class (such as the author's). All too often, the teacher and many of these "marginal" students come from opposite ends of the economic and social plane. Instead of being authoritarian (mainly because that is the way these marginal students have come to expect pedagogy), the teachers attempt to provide a non-threatening environment, encouraging students to not only form their own opinions, but create their own learning curves. Yet, there is a vast lack of understanding between students in the so-called "dominant" culture/society/segment and the "minority" position, with dominant-position students unable to grasp more than common biases, such as "why African-American males have so much difficulty in school. While such perceptions can surely be explained and some sort of re-positioning of students' mindset improved, the author is rather adamant about the lack of success and the lack of interest in education and schooling for most minority children: it is the fault of parents and the community for not being interested and not being supportive. In addition, she fears that there is what she refers to as "institutional racism", part of society's feelings that there is the inability of white pedagogues to underst6and the social context of African-American and other minority students.
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, prejudice and segregation (in actuality and in mind) still exists. But, surely Ms. Hooks has passed it by (without remembering where she came from). Surely, many of those whites living in nice homes and on paved streets on the other side of those Kentucky tracks still live there, while Ms. Hooks has moved on.
While she is still sullenly referring to living in the margin, she is only there in her thoughts. She now, surely, lives in a nice house next to paved streets, on the "right" side of the tracks. So, it would seem only appropriate that instead of making her "margin" arguments in print, citing her own and others' writings, she should DO something, become more of an activist -- and not at Third World Film Festivals, to remove those tracks, or at least, to provide paved streets and nice homes on BOTH sides of the tracks, in Kentucky and elsewhere in this country. The question that this article really raises is- who is responsible for eliminating this margin, and how can it be done, and where do we start -- and even who will appreciate removing this marginal lifestyle?
LANGUAGE AND LITERATURE FROM A PUEBLO INDIAN PESPECTIVE
It is interesting to note that the author explains that among the Pueblo people, written
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Some common words found in the essay are:
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Approximate Word count = 2873
Approximate Pages = 11 (250 words per page)
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