1.
In “Subverting the
Master(‘s) Syllabus,” Patrick Camangian states “By mystifying reality,
schooling is able to promote the idea that if you are compliant enough and
study hard in school, then you can “achieve,” you will not get “left behind,”
and you can “race to the top.” Everything will be all right for you. You will
not be poor, you will have a nice job; and you will be better than those
“other” people you left behind in “that” community.”
How do you encourage students to
succeed and work to the best of their abilities without seeming colonialist or
succumbing to the promotion of the idealistic American dream?
2.
Patrick Camangian in “Subverting the Master(‘s)
Syllabus” has shown how to translate personal experience into an American or World
History class or an English classroom.
How can we adapt curriculum requirements set by state requirements in
other classes to address personal experience and history?
3.
With
such a heated debate about racism and legislation promoting segregation outside
the classroom, how do we handle such issues inside the classroom? How should we as teachers deal and
balance opinions of students, parents, other teachers, administrative staff,
and our own? How do we do all of
this without posing a detriment to the students’ education and future?
4.
In light of the Arizona state legislation in
regards to ethnicity and of federal legislation in regards to Black Codes, why
is xenophobia and racism still in existence despite claims of equal rights and
opportunity? How does this
translate to the American dream?
5. The Arizona state legislature backs their stance
with claims of preventing ethnic hate.
Is this a solid defense, or is this just a thinly veiled excuse? How do you teach ethnic studies without
pitting one group against another and thus proving the state representatives
wrong?
Image From:
http://thegrio.files.wordpress.com/2011/06/ethnic-studies-in-arizona.jpg?w=487
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