12 Matching Annotations
  1. Oct 2021
    1. To date, there is no single accounting of how much money flowed from the slave economy into coffers of American higher education. But Wilder says most American colleges founded before the Civil War relied on money derived from slavery. He suspects that many institutions are reluctant to examine this past. "There's not a lot of upside for them. You know these aren't great fundraising stories," Wilder says. Some people say that institutions must do more than make apologies and rename buildings. They insist that scholarships and other forms of monetary reparations are due. And others argue that whatever colleges and universities are doing to acknowledge their slave-holding past — a campus memorial to slaves, for example — is motivated by public relations and does nothing to ameliorate the legacy of slavery and systemic inequality. Brown University was the first to confront its ties to slavery in a major way. In 2003, Brown president Ruth Simmons appointed a commission to investigate. "What better way to teach our students about ethical conduct than to show ourselves to be open to the truth, and to tell the full story?" she says.

      This is important research to do so as not to conveniently forget the past. If all were equal today, that would have happened as the proper outcome of proactive, widespread and impactful recognition of the injustice of the past. Inequality has persisted, transmuted into structural inequality, especially manifesting in economic legacy of inherited wealth. It could be interpreted as unconducive for fundraising, but so can opaqueness of a proactive strategy.

  2. Jul 2021
    1. Sergio: What about school?Rodolfo: School? One of the first memories I have from school, after Phoenix—I wasn't going to school in Phoenix, actually, I think I even skipped kindergarten—we moved to Long Beach, California. And the only thing I remember from school was my mom waking me up probably about four or five in the morning. The sun wasn't even out yet, and she would walk me to this random lady's house. Actually, she wasn't random, but she was just some lady I didn't know. There was two other kids there, and I would be in uniform. That was the first time I actually wore a uniform to go to school. I was there, but I didn't really remember that much. When we moved to Chicago, that's when everything changed.Rodolfo: I was a little bit older. I remember I went to Jordan Elementary. It was in the North side of Chicago. We were there for a very brief moment, because then we moved to Evanston. Evanston was literally right next to Chicago. The school I was attending was called Orrington Elementary. The reason why we moved, once again, is because she wanted a better quality of life for me. Where I was at, it was all English, there was no Spanish. Obviously, there were Hispanic kids who already spoke English, but there wasn't... She, herself didn't know English, so how could she teach me, so how could I be integrated into a school that doesn't even accommodate for individuals or kids who don't know English?Rodolfo: She moved schools, although we were still in Chicago because we needed... what was it? Proof of residency. We lived out of district, and she would get fined or I wouldn't be able to go to school there. The point is I went to school to Orrington Elementary. The program was called the TWI (Two Way Immersion). It was a bilingual program and that's where I learned my English, that school. Friends and everything. I feel as though like, that's why I learned my English so well, because I really, really wanted to learn it. I always heard kids at the park or at the store, at Target, at Jewels, or whatever and everybody spoke English, right? I just felt fascinated, I was intrigued by it.Rodolfo: It was a whole different language that I didn't know, and I wanted to master it. I wanted to be able to talk as they spoke, or talk as they talked. School was a very cool experience. I always had a lot of friends, and I was always the life of the classroom. I wasn't probably the best behaved kid, but I was always integrated in to what was going on with the school.Sergio: Do you remember any teachers or people?Rodolfo: Yeah, absolutely. Ms. Mule, Ms. Mule was my second or third grade teacher, I'm not sure which one it was. She was awesome, she always help me out with the English, always. Even in parent teacher conferences, she would literally always talk to my mom as if she'd be really interested. She would show genuine interest in what was going on with, not just me, but with the Hispanic kids. Kids who had trouble with English or weren't doing the best academically. She always would tell me, "Don't worry, you're gonna get it. You're gonna learn it." She had such a big heart.Rodolfo: Still even, my mother and I still talk about the teacher to this point in time. She tells me, "I remember Ms. Mule and she used to use hand gestures. She would always be like, 'Yeah, for this or for that.'" Even though I knew I wasn't the smartest or the most best behaved kid, she would always have that initiative to get us there. Get us to that point. Yeah, that was one of my favorite teachers. Man, I value that so much actually now. I miss that teacher. Another teacher was in fifth grade, his name was Mr. Stoom. He was Argentinian, he was from Argentina. He was another great teacher. He always told us, "Don't ever forget where you came from. Your roots are who you are, even though you all are coming from different parts of the world, don't ever forget who you are and where you come from." That's one of the biggest things right now, I'm kind of ashamed of.Rodolfo: I'm not, because I was so... What do they say, "Americanized." In Chicago, I was so in America. I never dedicated the time to open a book or even Google something of my home country. Now that I get here, I don't know what is going on. Just barely a couple of months ago, I found out Mexico is a third-world country. I didn't know that. I go to Polanco Fendi, Prado, Gucci, Armani, Louis Vuitton boutiques. To me, that's not a third world country. Yeah, that teacher was the one who started opening my eyes up more to my surroundings.

      Time in the US, School, Kindergarten, Elementary, Learning English/ESL, Teachers, Mentors, Cultural acceptance; Reflections, Identity, American; Time in the US, States, Arizona, California, Illinois

  3. Mar 2021
    1. Fibar bi jàngal na taawan bu góor ni ñuy dagge reeni aloom.

      Le guérisseur a appris à son fils aîné comment on coupe les racines du Diospyros.

      fibar -- (fibar bi? the healer? as in feebar / fièvre / fever? -- used as a general term for sickness).

      bi -- the (indicates nearness).

      jàngal v. -- to teach (something to someone), to learn (something from someone) -- compare with jàng (as in janga wolof) and jàngale.

      na -- pr. circ. way, defined, distant. How? 'Or' What. function indicator. As.

      taaw+an (taaw) bi -- first child, eldest. (taawan -- his eldest).

      bu -- the (indicates relativeness).

      góor gi -- man; male.

      ni -- pr. circ. way, defined, distant. How? 'Or' What. function indicator. As.

      ñuy -- they (?).

      dagg+e (dagg) v. -- cut; to cut.

      reen+i (reen) bi -- root, taproot, support.

      aloom gi -- Diospyros mespiliformis, EBENACEA (tree).

      https://www.youtube.com/watch?v=BryN2nVE3jY

  4. May 2019
  5. Oct 2018
  6. Aug 2017
  7. Oct 2016
    1. which contains more than 13,500 images of early American grave markers, mostly made prior to 1800.

      Day of the dead goes back more than 200 years

    2. Halloween, the celebration conflates the Catholic holidays with an Aztec festival dedicated to a goddess called Mictecacihuatl, the “Lady of the Dead.”

      Catholic and aztec roots

    1. In the mountains, there you feel free.

      Interesting, because a snowy mountain is also a fairly desolate place (dead trees/plants, deadly stillness or harsh wind, untouched landscape, etc), but it is seen as beautiful instead of distasteful like the wasteland that Eliot describes.

    2. dried tubers.

      Merely surviving on the little bits of life that still exist during the winter. Feeding on mainly potatoes and whatever else can be found.

    3. Out of this stony rubbish?

      Connects to our class discussions about garbage/trash as a theme. “Stony rubbish” underlines the theme of uselessness, as things can grow out of most trash, but things cannot grow out of stone itself.