This reminds me of seeing how differently students respond to bilingual teachers in dual immersion classrooms or classrooms with many English learners. And how it is imperative to have some bilingual teachers at least on staff for support and guidance both for language development and cultural understanding and reverence.

One of the few positive sentences I have read in these readings. It is always uplifting to read about minority groups banding together in the face of adversity/colonialism. As it is necessary for survival to this day. Education is empowerment. And education allows for the production of good, educated, citizens, and through the production of schools for people who were not white men, they/we were/are able to change the definition of who can be an educated and empowered American.

This is just very fascinating from an academic standpoint. We as educators are so westernized in our instructional practices that I haven't really considered how language education is taught in languages other than English and Spanish and how quickly language can be ascertained depending on the written and spoken word.

Another example of how education is power, and who is educated determines who is empowered. I would also like to clarify that in these instances; I am referring to power as a source of control not of inherit value.

I asked myself why they were white fathers, and quickly recalled that men were the only people with social agency at the time. Interesting to consider how any men at the time joined the tribe. It reminds me of how in many cultures, mothers are considered responsible for how we determine if someone is of an ethnicity or educated on their ancestry and cultural practices. And, as teachers are so frequently connected to the role of a parent, how it is our responsibility to be educated and considerate of the cultural practices and beliefs of our students to be effective & respectful members in our academic community.

It is interesting to think about how for some, refusal to attend European forms of education has continued to affect them, and how despite that - they have held onto their values. For many students, even now, school is their opportunity or rather, requirement to assimilate to American society for the first time, and for many first-generation students, there is a lot of pressure on them from the school and from parents- who may also need them to act as translators and guides in a new country.

This connects to our discussion regarding the American dream, though we did not discuss how it is intertwined with capitalism. "Sharing," is now conflated to be a gateway to socialism. (So much for sharing is caring.)

This relates to the Reese passage and my comment, discussing how the "domestication" of BIPOC people into "good (Anglo-Americanized) citizens" has been central to the history and purpose of education. And how current curriculums continue to undermine and ignore these historical tragedies instead of highlighting them. I.e. The classic Mission project in 5th grade,

This relates to the comment I replied to on the Reese paper regarding education as it relates to a free and empowered population, long fought by those who seek to control other populations. This is continuously echoed in movements to reduce or remove public education and related resources (libraries, public television, etc.) It is a reminder for all of us to be active in our communities to promote and work to save education in different forms.

Note that while we did not examine the purpose of school for religious purposes, when we look at matters around the world we should recall that these values- regarding the purpose of school being to venerate and educate students on their religion, are widely held and consequential to our society at large.

It is worth noting, that as bigoted as this statement is, one of the key purposes of school programs, especially after school and summer school programs, is keeping children safe and occupied for working parents, especially in unsafe areas. And why engaging curriculum and passionate teachers are not just important academically,

We continue to discuss the merit and disadvantage of competitions like this in the classroom. They are advantageous for those motivated by competition, they are disadvantageous to those who struggle under pressure, or will feel hurt or use it as an excuse to be hurtful.

This reminds me of how missionary schools treated (and mistreated) indigenous children. All correspond with the purpose of schools to create good (anglo-americanized, Christian, conservative) citizens.

We continue to see this as educators, so many people expect teachers to not only go above and beyond in the workplace but also be entirely absent outside of it. We see challenges with educator's physical appearance being too personalized (hair, tattoos, clothing), social media presence, or secondary jobs being called into question.

I do feel like a challenge as an educator today, when we are seeing challenges with behavior, is how to address and best reward social challenges and skill advancement in the classroom. As we unlearn what has not worked and move toward utilizing or inventing new classroom management systems, It also relates to our lesson of, what are schools for, we didn't really focus on socialization - but I truly believe there needs to be a greater focus on it.

Let us never forget that those most morally corrupt will grasp at any straw to justify segregation. A reoccurring theme throughout the history of education when we look at and combat racist, sexist, classist, and ableist policies.

Both are still a heavy struggle. In recent years, I have noted not more but less attention being given to black history month and MLK day. I assume in part due to the area we live in. As multi subject teachers, we have the power to round out the curriculum where it is lacking. We must find the time.

"If you don't like the country, leave." Criticism can be a sign of love, and actually, hope - hope about the potential for change. It is because we love the country, and education, that we criticize and fight.

It's phrased in a positive light but saying that the cause of class division is due to free will and a refusal to rise is the toxic, closed minded positivity, and akin to saying, "Pick yourself up by your bootstraps." It's integral that we as teachers look at everything from systemic, to student and personal struggles as multidimensional, for holistic engagement, reform and support.

It reminds me of how we have seen a pendulum swing from trade schools being considered appropriate to rarely discussed in schools as an appropriate life/career path - with an over emphasis on higher education. And I hope, as educators we ensure students feel all paths are valid and available to them. And how when there are arguments about how public education is to "just make workers for the workforce," we can argue for quality education while not being dismissive about the intelligence and integrity of blue collar workers.

This reminds me of how many of us simultaneously grapple internally (and at times externally) when we hear, "liberty and justice for all," and many similar encompassing phrases, knowing they are referring to one group. And how sometimes our job feels like it is equal time innovating new strategies and questioning and dismantling oppressive ones.