Almost 2 months in the trenches: A New PA's self-evaluation

It's been well over a month since I started...actually going on 2 months soon...and I think I'm starting to settle in. I think I'm actually making my way through the scope and sequence - for myself.


Individual Identity
The first month was filled with a lot of anxiety for me - feeling overwhelmed by all the new information and adapting to culture shock (being in an office and meetings with adults rather than being in a classroom and in meetings with adults and youth). My mind was filled with questions - How will I fit in ? Am I really cut out for this office life? Wearing "grown up" clothes and interacting mainly with adult educators and administrators? Aren't I really just a teacher at heart? Should it matter that the age group is a little different than what I'd become accustomed to? I taught adults before - in community settings and at NEIU as a T.A., but this is different. I'm not into sales and that's what this feels like? Is this really for me?

Now, coming up on month 2, I'm still struggling to find balance, but it's not as rough. Yes, I'm a a teacher at heart and in essence, that will never change. Everyone has something to learn and something they can share (teach to others). And although I miss my girls (students), Facebook and Gmail are becoming more regular staples in my life now to fill that gap.


Membership
1 month in and it was time for the hazing - heading to HQ for some intense training and cadre bonding. Time to see if the membership is for me. Time to see if I really fit into this new organization I've become a part of....what did I find? One, that this international organization is works hard to function (internally) as a family...a family with a keen sense for truth, but also a business-minded family. It was a hard fit.

I definitely experienced my "we and they" moments - probably figments of my own vivid imagination rather than being deliberate acts on the part of individuals. I became more aware of how different I was...I can't say that the difference was noticed by anyone else because I've never asked or spoken of it before. In my mind, I listed how I was different from those in my own office and those that I met nationally - where I lived, how I looked, my religious/spiritual background, my upbringing, my political/social/economic philosophies, what I read/watch/listen to, etc. I know there are a lot more similarities, but why am I being more conscious of my "otherness"? This is def a new phenomenon for me - not totally new in the sense that I've never felt these things before in life, but new to me in the workplace because I was one of the "veterans" in the school I was in before. Does otherness come out when you're new to an environment? Is it inflicted by others? Or, is it a combination of both?

History
At first I was steeped in the history of Holocaust and Germany and I was trying to get a handle on all the new materials. I found civil rights history more familiar and easier to connect with (for obvious reasons), but then there's another aspect of history that has been on my mind. What's the history of ethnic, racial, cultural relations within the organization? It's a topic tha hasn't come up much, but I'd love to see an interoffice/organizational chat about it.


Memory & Legacy
My thoughts in this area all relate to how I feel about my legacy as an African American Muslim (,but born Baptist) female educator from Chicago with roots in Alabama. All of these parts of myself are on my mind when I get up, come to work and move about during the day. How am I doing justice to all of these parts of myself? I am reminded of all my grandmother did to make a better life for her 7 children. I remember her urging me to do my very best in school so I could be successful. I remember that she only went to the 4th grade (maybe 6th), but managed to be a success in her own right.

This experience also reminds me of the readings in Civic Dilemmas where the immigrants are talking about how they can't deny their homelands or the places they live now. All I can do is continue to look for spiritual and ancestral guidance. The struggle continues....

Choosing To Participate
I'm stepping out of my risk zone and am ready to step out into schools - meeting with teachers and helping them integrate FH into their work. I'm also stepping into a comfort zone - ready to start being a part of my regional team....not afraid to make my voice heard and have it count. I chose to be here so I have an obligation (to my ancestors, to my people, to my profession, to myself) to do and be my very best.

February 1 - documentary critique

The most powerful aspect of this documentary is the fact that it emphasizes the power and importance of the youth. The fact that the 4 men "didn't trust anyone over 18" speaks volumes about the generation gap that existed during the Civil Rights era. The youth wanted a part in the movement and as the college students went back home for the summer, we saw the high school students stepping up - just as the young people of Central High in Little Rock did.

We learned more of this gap in philosophy and strategies later in the 1960's with Stokely Carmichael (now known as Kwame Toure -R.I.P.)in the early days of SNCC.

This is a gap that unfortunately still exists today in many circles of African American leadership.

Young, Muslim & French - critique

http://www.pbs.org/wnet/wideangle/shows/france/

So much about this documentary stood out to me. I was shocked by the hypocrisy of the French government - once heralded as the land of egalite and fraternite, it now seems to be a land of discrimination and diviseness. As an African American Muslim, I can relate to the unjust, discriminatory treatment, but I am fearful of what effects that kind of legislation will have here in the States. Unlike many of the youth in the film, I was not born into Islam (I was raised as a Baptist and converted to Islam in undergrad), but I understand the struggle to maintain a regular young adult life and a spiritual life in a hostile environment. I am not an immigrant, but come from people who were....forced immigrants! It has took years for America to get to a place where an African American man could even be considered for the presidency (even under the suspicion of being a Muslim), but that progress has not come without accomodation and assimilation by many. Perhaps it is accomodation and assimilation that the French Muslims are afraid of.

In the end, I am filled with questions...

Do they have no laws in that guarantee freedom of religion similar to what we have here in the Bill of Rights?

Has there been any enforcement of restrictions against Jewish and Christian students?

Do the students themselves care that their classmates wear religious garb? Do these garments affect their learning? If there is a separation of church and state, why do schools close on religious holidays? Isn't that a double standard?

Why does the principal feel that her students, especially the female Muslim students should follow her advice? Lead the lives she feel is best for them as women? In what ways do feminists encroach upon the religious rights of non-Christian women?

What can be learned about the immigrant experience from this film? Do immigrants of certain religious backgrounds have it worse than other immigrants? What is the level of protest against government sanctioned discrimination (segregation, stripping of religious rituals and practices, etc) of these immigrants?

What does France want of their Muslim residents? Conversion to a preferred religion? Denouncement of one's homeland and culture as a way of showing allegiance to France and only France? This calls to mind the loyalty oaths that were forced upon Japanese Americans in the 1940's.

Then, there is the issue of American influence and global response. Muslim extremists, of course, have taken this as an opportunity to create further divisions in the religious world and to unfortunately, bring further suspicion upon the entire ummah (Muslim community). It's tough being Muslim as it is but when the whole world is against you based on the acts of a few things get a lot more complicated.

Tupac & the Heinz Dilemma???

I just recently heard about the Heinz Dilemma and was immediately reminded of an interview with slain rapper, Tupac Amaru Shakur in which he spoke about the origins of his violent lyrics and the reason for his T.H.U.G.L.I.F.E. tatoo that was drawn across his abdomen. The parallel is profound considering the difference in time frame and lifestyle between Tupac and psychologist Lawrence Kohlberg (theory of moral development). You be the judge.




"If you know in this hotel room they have food every day and I knock on the door. Every day they open tha door to let me see tha party, let me see that they throwin' salami, throwin' food around telling me there's no food. Every day. I'm standing outside tryin to sing my way in- "We are weak, please let us in. We're weak, please let us in." After about a week that song is gonna change to, "We're hungry, we need some food." After two, three weeks it's like "Give me some of tha food! I'm breakin down tha door." After a year it's like, "I'm pickin' the lock, comin' through the door blastin." It's like, "I'm hungry." You reached your level, you don't want any more. We asked ten years ago, we were askin' with the Panthers, we were askin' in the Civil Rights Movement. Now those who were askin' are all dead or in jail, wo what are we gonna do? And we shouldn't be angry!?"


-Tupac Amaru Shakur

The Ascent of Man???

To suggest that man has ascended throughout history seems to also suggest that everything done in the interest of "progress" was necessary and right. Ascension takes on an almost ethereal or spiritual connation and seems oddly matched when applied to mankind....human beings capable of fault, error or sin. It also seems an odd application when it is a term applied to mankind by a scientist, Jacob Bronowski.

The issue of science and morality often came up in my humanities classroom (we used Race and Membership) whether we were dealing with the origins of race and racism, cultures of violence, WWII or immigration and citizenship. The perspectives and aspects provided in my course related to the atomic bomb, for example, sometimes clashed with the attitudes or perspective in which atomic fission and atomic fusion were taught in chemistry. This clash led to increased dialogue in the humanities classes. This is the aspect of Bronowski's documentary that caught my attention and it is what prompted me to write down the Bronowski quotes below. It is also the reason I question whether or not we have ascended or descended.

"There is no absolute knowledge - all information is imperfect."

"In the act of recognition a judgement is built in - an area of tolerance or uncertainty."

"No events can be described with zero tolerance or certainty."

"It is the tragedy of scientists that science has been used for the destruction of mankind."

Cultural Connections: Reflecting on "Enrique's Journey"

The histories of the indigenous peoples of the Americas has been linked with those of some African nations and even, with African slaves brought to the New World through the Trans-Atlantic Slave Trade. The Civil Rights and liberation movements of the 1960's and 1970's included African and Hispanic Americans. The language-related issues that arise around bilingual education in Spanish-speaking communities can be compared to those issues that arise around SWE vs. Ebonics (formerly known as, Black English Vernacular or Black English) debates. These are just some of the similarities and differences that exist between the Black and Brown communities of America. Enrique's Journey opens the door for dialogue about even more parallels between cultures in addition to serving as a great source experience of immigrating from Central America.

In Enrique's Journey by Nazario, I was reminded of my initial reactions to the immigration stories of friends, students and colleagues. I was also reminded of the first time I saw "Wetback: The Undocumented Documentary" on PBS at a time when immigration was top on the list of issues in Chicago and the nation. In addition to being emotionally moved by suffering that is endured by the journeymen, I instantly thought of ways to connect these personal stories to what was happening in my classroom. Enrique's Journey is a tool for discussions of immigration, Latin American studies and women's studies.

Connections between African American history & Latin American history

1. The plight of the Central American immigrant calls to mind the journeys of runaway slaves and the Underground Railroad. The condition in which travelling immigrants have to live and the treatment they receive attest to the need for greater understanding and education on both sides of the immigration issue, but it also shows that even in the 21st century, all human beings aren't entitled to the same human rights. Even with the risk of retaliation, church volunteers, priests and other citizens throughout Mexico, Central America and the USA take a moral stance not all that different from the one taken by abolitionists.
2. What comparisons can be made to immigrant moms that leave their children/families behind and the slaves that chose to runaway leaving their families on southern plantations until they could buy their freedom or sneak them out?
3. Compare writings, films and first hand accounts of the Central American migration experience with those of African runaway slaves on the Underground Railroad OR to African Americans that took part in the Great Migration
4. What is the significance/symbolism of trains to these two peoples? In "The Promised Land" http://www.amazon.com/Promised-Land-3pc-Morgan-Freeman/dp/6304881932/ref=sr_1_1?ie=UTF8&s=video&qid=1220646749&sr=1-1 Black migrants from the South describe the train as a symbol of liberation (with Blues musicians even using train sounds in their creative works). In Enrique's Journey and "Wetback: The Undocumented Documentary" the train has both negative and positive connonations (from El Tren de la Muerte to El Tren Pelegrino).
5. What does America symbolize or represent to migrants and immigrants? In both cultures there are consistent references to America as "the promised land" or "land of opportunities". A closer study of this could be conducted by student groups looking at the decision making processes associated with the departure, the experiences that occur during the journey and what life is like upon arrival in the new place. This research could cover housing, jobs, culture, socialization and a variety of other topic areas.

Connections to Mexican/Central American history/ancient civilization/current events

1) "...the most dangerous leg of the journey, the Mexican state of Chiapas." (xvii)

• This statement is interesting when you consider the history of the region-indigenous Mayan rule, Spanish conquest, the Mexican Revolution (roles of Emiliano Zapata, Pancho Villa and the Adelitas), the contemporary role of the Zapatistas (EZLN, led by Subcomandante Marcos). The turmoil of the region could have an affect on the social-emotional stability and identity of the indigenous Chiapan peoples and their need to feel some sort of control over their lands.
• The history behind the Mara Salvatrucha's foundations in Chiapas makes for an interesting research into US-Latin American studies - as many of the founders were soldiers or descendants of soldiers of other Latin American conflicts in which the US was involved.

2) The map of Enrique's trip can be used in comparison with the travel map provided in the film, "Wetback:The Undocumented Documentary"

3) Compare/contrast text and film depictions of the immigration experience (the departure, the journey, the arrival) to actual first hand accounts (interviews and/or guest speakers).

Connections to Women's Studies

"What's incomprehensible...are middle class or wealthy working mothers in the US. These women...could tighten their belts, stay at home, spend all their time with their children. Instead they devote most of their waking hours and energy to careers...why...would anyone do that?" (xi)

• Is Lourdes' perception of working moms in the US based on her role in service to these kinds of families?
• Is she suggesting that working moms aren't good moms? How does this compare to public opinion of working moms in the 1950's-1970's?
• How much of her opinion is based on her own agonies associated with leaving her children behind?
• What does this suggest about the role of mothers and wives (past vs. present)?
• How does the female immigration journey compare to/contrast with the male journey? How did Nazario's journey differ from that of an actual female immigrant?
• Do film depictions of the female immigrant experience paint an accurate picture of the ordeal? How does Lourdes' life compare to women in films like "Mi Familia" or "A Day with out a Mexican" or "Wetback: The Undocumented Documentary"?

There are a variety of other ways to connect Enrique's Journey into broader immigration studies. One could compare the Central American immigrant experience of today to the European or Chinese immigrant experiences of the 19th and 20th centuries. This could also work with readings related to sweatshops and the kinds of jobs migrant/immigrant workers are forced to take.

Weimar Republic Final Reflections

Important quotes/statements

Some years ago, when I taught General Science at an alternative HS here in Chicago, I would start each class with quotes by scientists or related to some scientific concept we studied ("bell ringers"). It was a great way to focus the students. I began to use quotes, later in my humanities class as the focus of discussion circles and small group discussions and sometimes, as "exit tickets."

• "A nation cannot put its strength into a war and keep its head level..." (Wilson, pg 112)


• Mosse makes a statement ," War was a powerful engine for the enforcement of conformity, a fact which strengthened the stereotype not only of the foreign enemy, but also of those within the borders who were regarded as a threat..." (pg 112)


• "Because of his belief in common or shared ownership of land & other resources, the system Marx envisioned was known as communism." (114) How would this compare to Native or indigenous peoples' view of land as shared property?


• "...leaders would establish a dictatorship of the proletariat..." (114) Dictatorship seems a contradictory concept to the idea of the proletariat? Could this be part of a discussion of how some government policies don't always make sense or seem contradictory?


• "we were taught history as a series of facts....If we tried to relate ideas we got from lit or history to current events, our teachers changed the subject." (pg 128). Reading 7 is a great selection to use with Weimar/WWII units but also at any point in school year when a discussion of the purpose of education is desired. It also serves as a tool to talk about the existence of absolute knowledge in the universe (Ascent of Man).


• "We lived for the future. We had to think very little, take almost no initiative, our days were charted out for us." (129) How can this be used with the Giver or "Harrison Bergeron"?


• "Freedom of expression is critical to a democratic society...what other ways do individuals criticize their society?" This is an excellent way to bring in music, film, internet and other media forms in comparison to the art included with Reading 9. I do feel that it would be good to have these images on screen (lcd projection) or to have color copies available for students to view/critique.


• "...Hitler believed that if a lie was told often enough, people would come to believe it." (pg 138). This statement alone would spark great discussion about Hitler and what he did but also about the role of stereotypes, myths and legends in society, in general.
• "How do people measure the success of a nation? Of its government?" (151). This is a great bell ringer (getting kids thinking about the status of our nation today, but ready to talk more about the Weimar Republic as well).

Miscellaneous Connections

• Friedrich is described as a novel that reveals something about "how neighbor can come to turn against neighbor." This is a great, quick read for students and can be used to talk about any kind of conflict, not just Holocaust.
• Based on one of the question at the end of reading 11 (141), students could engage in a small group research activity comparing and contrasting the ethnic cleansing of Serbia, anti-semitism of Weimar Republic, the Holocaust, the genocide in Rwanda and lynchings and/or race riots in the USA
• Significance, symbolism and use of trains in Weimar era, under the Nazi regime vs. use by Central American immigrants heading to El Norte (see Enrique's Journey or "Wetback: the undocumented documentary") or vs. use of trains by southern Blacks during the Great Migration (see "The Promised Land" or The Great Migration or Color Me Dark)
• At the end of reading 12, there's a poem written by an african american. This is an excellent way to bring in literature and poetry by finding works by Jewish poets, but also using "You have to live in someone else's country to understand" or "what do we do with a variation?" (from race & membership). "Incident" by Countee Cullen is another good piece by a Harlem Renaissance (African American) poet. After reading/discussing/analyzing these pieces, students could then write their own poems.
• Reading 12 Schoenberg question (last question) could be used in a discussion of cultures of violence and how they are created.
• Compare/contrast the Weimar SPD party with US' Republican Party (20th century and beyond)
• compare/contrast Weimar election results (1928-1932) to US Presidential election results (2000-2008)

Lingering Questions

• Why were young men of Europe so "enthusiastic" about the start of WWI?


• What can be done with students to discuss the ethics of scientific inquiry, specifically the role of science and scientists in socio-political policies that lead to and/or support war?


• How is it possible for war to be a unifying factor in a nation? Is it a false unification?


• What is the relationship between emotion and logic in warfare? For example, how has "hatred" been used to justify actions supported by the law?
  Why do we kill people to show that killing people is wrong?


• "Why is myth stronger than truth?" (pg 113)


• Can a comparison be made between the young Jews that fought for Germany vs. Japanese or African Americans (like, Buffalo Soldiers, Tuskegee Airmen or The Golden 13) who fought in US wars?


• How do you make a world "safe for democracy?" Is the goal to make it safe for democracy or to make it conducive for capitalism?


• How can reading 3 be used as a jump off to a discussion of government decision-making policies (Weimar vs. USA)? A discussion on the rights of citizenship? A discussion on nation building? How can it be used to discuss the rights of citizens when a government seems to go against its ideals and/or when the people become dissatisfied with it (revolutions- looking at the right to alter/abolish or overthrow governments)?


• Can there be a lesson on inflation in Weimar vs. US today? (reading 10)
• What is/was article 48 to the German Constitution?
• What is the process to become a German citizen? What did Hitler have to do to become a citizen?
• What are the requirements for political office in Germany during the Weimar Republic?


• How can reading 10 be used with immigration units and texts like Becoming American and Enrique's Journey?


• Public figures/Politicians and the Law - Can the reading 11 be used as the base of an activity about the law and consequences for breaking the law for public figures vs. common people?


• Why were Gypsies targeted?


• How can someone not from a country eventually rise to become its chancellor (reading 11 & others)? Would he have been considered an immigrant to Germany? how does this compare to our standards for government participation for immigrants?
• What is the role of US industrialists in the Weimar Republic and the rise of anti-semitism in the world? (henry ford reference, pg 141)


• Reading 6 relays the story of a heated discussion on a train between a Henry Buxbaum, a Jew and some angry German passengers. Buxbaum quiets as threats of physical danger arise and is astonished to see (in the light of their train stop) that one of those that was threatening him was someone he knew. How can this be used with other readings on race? (This correlates well with a similar scene in the James Weldon Johnson novel, The Autobiography of an Ex-Colored Man (http://www.ibiblio.org/eldritch/jwj/auto.htm). This novel is about the experiences of a biracial man who decides to "pass for white" for his adult life. While passing he engages in a conversation with 4 white passengers on his way back South after a long stay in Europe (where he basically lived as a white man). The 4 passengers, "in debating the Negro question," represent attempt to represent many of the ideas/movement prominent during the mid-1900's - A southern planter, a Union veteran, a Jewish manufacturer and a northern professor.)