Where I ‘m From
I’m from DISTAR, SRA, Basal Readers,
Mr. Muggs and Dick and Jane.
I’m from A&W Root beer,
Mama and Papa Burgers and Big Macs.
I’m from Black Beauty, Little Women, Old Yeller and Little House on the Prairie.
I’m from the The Brady Bunch, Ed Sullivan Show, Tiny Talent Time and Love American Style.
I’m from The Beatles, Tina Turner, Earth, Wind & Fire, Bruce Springsteen and The Doors.
I’m from hide and Seek until the lights come on, baseball in the park, snow forts 6 feet high and bicycling without helmets.
I’m from no seatbelts, clackers, ball in a nylon stocking and playing dodge ball with all of the kids in the neighbourhood.
I’m from leaving basketball nets up all night and day, running on people’s lawns and playing ball hockey in the streets.
I’m from turntables, typewriters and writing and mailing letters to friends.
I’m from “children should speak when spoken to”, if you don’t have anything good to say, then don’t say it”.
I’m from Sunday drives, and eating dinner every night with my family.
Marisa Melillo
Thursday, October 23, 2008
Literacy Response – Workshop 2 October 23, 2008
“Chronically unemployed makes and welfare mothers, concentrated in crime-ridden, desperately poor, inner-city neighbourhoods, numbers at least 1.5 million. One third of the black kids are poor for seven years or more of their lives.”(Garland, Therrien, L. & Hammonds, 1988) This is alarming! What are these numbers today? What does this constant rejection/ struggle do to society, but more importantly to this cultural group in our population? How does our society assist with this rising problem? Unfortunately, this problem does not exist solely in the neighbourhoods of the United States, but in Canada as well. The underclass being exclusively black has expanded to other racial groups.
The absence of positive role models, inadequate education, and tumultuous home environments negatively affects these students’ possibilities of being able to successfully compete with students raised in an upper class environment. In allowing children from these poor homes to witness positive role models, it provides a better start. The stress and turmoil of living in these environments negatively effects everyone involved i.e. the mother who is exhausted from working two jobs to keep food on the table, and the teenagers who need to work part-time jobs after long hours at school to assist with household expenses. After working those long hours, these same children are expected to keep up with their studies in order to prepare for tests and assignments.
Another problem that exists is the quality of education that is being provided to these students from the lower class homes. Many of these children are placed in classrooms for lower functioning students. The curriculum is watered – down and very low expectations are placed on these students. On the other hand, the upper class are educated in environments where the curriculum is presented in a democratic open environment. The students are encouraged to think for themselves and develop opinions and ideas based on a more extensive curriculum. The expectations of the students are much higher and as a result these students are challenged on a daily basis. It is this same population that are then thrown into society to compete for the same jobs that the children from the lower class are also competing for. It is no wonder that frustration and constant feelings of rejection and failure exist among this underclass population
As a result, of the reading in this workshop, I felt the desire and need to research some of the programs that are available to the underclass of our society. In addressing their cultural and economic needs, doors of opportunities are being opened to the underclass children. Programs (as presented on TV Ontario on Sept. 17, 2008) have been implemented to address this inequity issue. These programs follow the premise that spending on early years will eventually save on welfare down the road. The Harlem Children Zone Program is a program that supports both the social and educational needs in the lower class communities. While there is a math and reading focus for children, this program recognizes the difficulties that exist for parents who are not able to read to their children, opportunities for pre-kindergarten programs and family/ job counselling. The programs for adults teach resume writing, interviewing procedures, telephone etiquette, intensive remedial education and job training. Another program that has been implemented is the KIPP Program. This is a full extended school day /year program. Children are supported from birth to adult.
The underclass being exclusively black has expanded to other racial groups. In Canada, our native populations face poverty, alcohol/drug abuse and high drop-out rates. Circle of Light was a two day conference held in Toronto in November 2007. The conference was attended by more than 500 educators and administrators, faculties of educations, First Nations organizations and 19 students. The young people spoke of challenges they had faced and where they found the resources and support to help them face the challenges and obstacles they had to overcome. One key element in promoting academic success is to produce more Aboriginal teachers. Teachers who are sensitive to the needs and culture of the Aboriginal student The Centre for Spanish Speaking Peoples in Toronto has launched a new tutoring and mentorship program aimed at high school youths from Spanish-speaking countries. This program creates a culturally sensitive support system for Hispanic youths who are struggling within our school system. Like in the black underclass, there is a need for positive role models for Hispanic youths. They are working with teachers from Spanish-speaking countries to provide mentorship and tutoring. Children and youths, who perhaps would not finish high school, today perhaps have more of a chance.
As I am aware that initiatives in our education system exist; initiatives that have been strategically considered for all students of many different cultural and varying economic backgrounds, is enough being done? As our understanding of different literacy initiatives are constantly evolving, so too will our understanding of the reality of educating the underclass and meeting the needs of this group in our population.
“Chronically unemployed makes and welfare mothers, concentrated in crime-ridden, desperately poor, inner-city neighbourhoods, numbers at least 1.5 million. One third of the black kids are poor for seven years or more of their lives.”(Garland, Therrien, L. & Hammonds, 1988) This is alarming! What are these numbers today? What does this constant rejection/ struggle do to society, but more importantly to this cultural group in our population? How does our society assist with this rising problem? Unfortunately, this problem does not exist solely in the neighbourhoods of the United States, but in Canada as well. The underclass being exclusively black has expanded to other racial groups.
The absence of positive role models, inadequate education, and tumultuous home environments negatively affects these students’ possibilities of being able to successfully compete with students raised in an upper class environment. In allowing children from these poor homes to witness positive role models, it provides a better start. The stress and turmoil of living in these environments negatively effects everyone involved i.e. the mother who is exhausted from working two jobs to keep food on the table, and the teenagers who need to work part-time jobs after long hours at school to assist with household expenses. After working those long hours, these same children are expected to keep up with their studies in order to prepare for tests and assignments.
Another problem that exists is the quality of education that is being provided to these students from the lower class homes. Many of these children are placed in classrooms for lower functioning students. The curriculum is watered – down and very low expectations are placed on these students. On the other hand, the upper class are educated in environments where the curriculum is presented in a democratic open environment. The students are encouraged to think for themselves and develop opinions and ideas based on a more extensive curriculum. The expectations of the students are much higher and as a result these students are challenged on a daily basis. It is this same population that are then thrown into society to compete for the same jobs that the children from the lower class are also competing for. It is no wonder that frustration and constant feelings of rejection and failure exist among this underclass population
As a result, of the reading in this workshop, I felt the desire and need to research some of the programs that are available to the underclass of our society. In addressing their cultural and economic needs, doors of opportunities are being opened to the underclass children. Programs (as presented on TV Ontario on Sept. 17, 2008) have been implemented to address this inequity issue. These programs follow the premise that spending on early years will eventually save on welfare down the road. The Harlem Children Zone Program is a program that supports both the social and educational needs in the lower class communities. While there is a math and reading focus for children, this program recognizes the difficulties that exist for parents who are not able to read to their children, opportunities for pre-kindergarten programs and family/ job counselling. The programs for adults teach resume writing, interviewing procedures, telephone etiquette, intensive remedial education and job training. Another program that has been implemented is the KIPP Program. This is a full extended school day /year program. Children are supported from birth to adult.
The underclass being exclusively black has expanded to other racial groups. In Canada, our native populations face poverty, alcohol/drug abuse and high drop-out rates. Circle of Light was a two day conference held in Toronto in November 2007. The conference was attended by more than 500 educators and administrators, faculties of educations, First Nations organizations and 19 students. The young people spoke of challenges they had faced and where they found the resources and support to help them face the challenges and obstacles they had to overcome. One key element in promoting academic success is to produce more Aboriginal teachers. Teachers who are sensitive to the needs and culture of the Aboriginal student The Centre for Spanish Speaking Peoples in Toronto has launched a new tutoring and mentorship program aimed at high school youths from Spanish-speaking countries. This program creates a culturally sensitive support system for Hispanic youths who are struggling within our school system. Like in the black underclass, there is a need for positive role models for Hispanic youths. They are working with teachers from Spanish-speaking countries to provide mentorship and tutoring. Children and youths, who perhaps would not finish high school, today perhaps have more of a chance.
As I am aware that initiatives in our education system exist; initiatives that have been strategically considered for all students of many different cultural and varying economic backgrounds, is enough being done? As our understanding of different literacy initiatives are constantly evolving, so too will our understanding of the reality of educating the underclass and meeting the needs of this group in our population.
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