Freedom Writers

First of all, I had a thing for films that portray a teacher that inspire a class, almost every single movie that I’ve watched showing this has or either inspired to be more in involve in a social cause and also has made me cry.  As I already explained I come from a family of teachers and they all have been great examples in my life. When I was 18 years old I worked as an instructor in a cultural center for people at social risk or a city that needed some volunteer workers, it is until now a great experience to remember, I taught acting for kids and it was interesting to see how much they value those free classes for the community that the government was funding, the kids and their parents, some of them, were key for their learning experience. It was sad though to see how some parents were not involve, not interested or absolutely absent. Freedom writers put me on a delicate position that can be looked by a different prism, it is the white teacher saving the minorities and also it is simply a teacher passionately doing her job and inspiring students to look for an education now and in the future.

I said some of my background before, because some people did judge me when I was teaching people at social risk, they look me down because I was whiter and more educated, even though I was younger than almost everybody else. I’m not talking about the kids, but their parents. There was some sort of self-segregation from the one who had a better social status, although I’m not rich at all, but because they were so poor the breach seem big, and not being one of them make them hesitate a little bit.   In the case of Freedom writers, the teacher was a typical white person who was trying to make a great start in her career thinking that the doors would automatically open only because of the graduation diploma. In this film we may look some of what Stuart Hall described as the white in their  eyes:

 “By inferential racism I mean those apparently neutralized representations of events and situations relating to race, whether “factual” or “fictional,” which have racist premises and propositions inscribed in them as a set of unquestioned assumptions.” Stuart Hall.

I believe that the problem with some people is that in this film there is some inferential racism, and also some racist premises such as white people saving minorities, minorities are less educated and they deserve to need to be under control  or white people is self-righteous and uptight. All these assumptions may be valid in the film, and also questionable because as the teacher said,  “ I'm a teacher, it doesn't matter what color I am.” To what Gloria one of the Latinas in the class replied, “ It’s all about color.”

 On the other side I do feel that this teacher represents many of the things that I aim for in a class, she is worried about integration, and the learning process of the students. She challenges the class and think out of the box so that her students can do the same. On of the things that I like the most about this teacher is how much she invested in building confidence on students that think that their presence in the class didn’t matter.  One line that  I really  like in the film and there is a bad word involved (spoiler alert).

Erin Gruwell: The evaluation assignment was to grade yourself on the work you're doing. You gave yourself an F. What's that about?

Andre: It's what I feel I deserve, that's all.

Erin Gruwell: Oh really?

[pause]

Erin Gruwell: You know what this is? This is a F*#$@ You to me and everyone in this class. I don't want excuses. I know what you're up against. We're all of us up against something. So you better make up your mind, because until you have the balls to look me straight in the eye and tell me this is all you deserve, I am not letting you fail. Even if that means coming to your house every night until you finish the work. I see who you are. Do you understand me? I can see you. And you are not failing.

I really liked how passionate she is about the future of her students, although is not the most orthodox way to talk to another student in the class, still the message comes across. She is engage with the learning experience of her students and no one can tell her that they are worthless, not even themselves.  As Freire and Lystina explained in their texts both aim to free the students of the boundaries of an educational system that doesn’t allow the to grow. Every class is different and sometimes changes should be made in a lesson plan, in this extreme case it was change ,“If the structure does not permit dialogue the structure must be changed” ― Paulo Freire.  Erin did those changes thinking of what was best for the students so they can want an education instead of forcing it.

In conclusion, Freedom Writers may be taken in both different looks, as a white savior superiority over minorities or simply as a teacher that inspire a class to become better educated, and as an end goal, to have a better life free from the boundaries of ignorance and poverty. I believe that the film is a great tool to learn and to be inspired by someone that believeth in the real meaning of education. 

Catching Fire

Catching Fire successfully portrays the different corners or the revolution. Thinking of what revolution means and how this affects different communities is a very complicated and controversial topic to talk about. From the French revolution, the Mexican revolution and the ideals of revolution of el Che Guevara, the film Hunger Games: Catching Fire encloses the idea of how revolution is created, what are the symbols and the falls that this may convey.  As one of the big revolutionary leaders in the World, Ernesto Guevara thought that no revolution is peaceful.  This means that in the process of revolution, casualties are part of the whole.  Revolution has everything to do with education and how this is distributed, the casualties on this one are the misinformed people and the ignorance that media may build to manipulate masses. I believe that the acts of activism on Internet are a demonstration of this media revolution that the common men are using to express ideals and give a voice to the voiceless.

Just like in the text by Stuart Hall said “We need, urgently, to consider ways in which, in addition to urgent and necessary political task of blocking the path to power of the openly organized racist and right-extremist organizations, we can also begin to construct and anti-racist common sense.”  This means that there is a need in the writer of urgent political involvement against injustice in this world, and the use of media is a great tool to either increment or battle against racism, bully and other problems that negatively segregate society. This segregation can be in a city, school or a classroom for mention the least.  As the sister of Katniss mentions:

Primrose Everdeen: You saved my life. You gave me a chance.

Katniss Everdeen: Yes, to live.

Primrose Everdeen: No, to do something.

It is not about survival, but is about to make our lives better and to equalize opportunities, to do so there should be some involvement, and catching fire is surrounded by this awakening of hope and political participation to change things now.  Even though the main character is not actively involve in the cause, the circumstances force her to rise her voice,  not to appeal to the masses, but because it was  morally right.  Although, she didn’t mean to inspire a revolution, the consequences went toward that direction.   Even the elites were inspired by her strong character and her love for her fellow men, this causes the creation of social masses to react and do something against  the injustices  that were happening.

“Social movements do not arise just from poverty or political despair. The required an emotional mobilization triggered by outrage against blatant injustice, and by hope of a possible change as a result of example of successful uprising in other part of the world, each inspiring the next one by networking images and messages in the Internet.” -Manuel Castells.

Manuel Castells reinforces the idea of how one revolution or the idea of revolution may inspire people from one to another generation.  If were not for media in  the film catching fire,  it would have been impossible to know about Katniss and her story.   Event though that wasn’t at the beginning the idea of the media to portray her as this inspirational leader, some of the facts that happened  during the games and later in the organization of the new games backfire the manipulation of media coverage. Media is subjective, and it all depends on which hands this is handled. One side we can have the sense of everything is all right in life, Chins up, smiles on! Attitude and pretend that  survival  and our closer circle matters. Media can be only a matter of distraction and entertainment, but media as is shown in the film can be so much more than that.

 In short, media is what you made of it, it can inspire to raise a revolution, or it can entertain. Both are valid options that can be used to the better of people, but it is so relevant that in order to understand this there should be some analytical thought when consuming media.  As consumer and producers of media is very relevant to take into account that the responsibility of doing so is tremendously important to think about the consequences and responsibilities that both things carry.  Now, many here in the States and around the world may have the possibility to give a voice to the voiceless and express discontent towards injustice and ignorance. What I believe is very interesting from what media and the example of Katniss created in the film  is  what encloses the whole film and this is what anybody nowdays can do by simply posting something on facebook, or making a video about something inspiring or even liking something, it is the idea that media can go places people can normally go and reach different cultures and transcend with an ideal and take it to a universal level.   Katniss’s question is the key for what media education can bring to people…

Katniss Everdeen: What can you see?

Primrose Everdeen: Hope.

Teaching Experience and Reflection

Integration, discussion, pondering, respect and collaboration were some of the things Matt and I were looking to achieve in our experience in Polaris High School. Coming back to teach in a class after many years was such a great experience that again, made me realize how much I love and enjoy teaching. I’ve always thought about doing a Master degree so I can later teach as a professor at university. The experience of going to a High School was a great highlight in this year, not because everything went perfect, but because it helped me to put into practice many of the different teaching elements that we already have discussed in our class.  Teaching is an ongoing process that for both the teacher and the students would be challenge; this challenge may have a positive or negative effect depending on factors that vary from class to class and the ability of the teacher. 

One of the first thing that we have to think with Matt was to chose a subject that the students would be involved and related to, from his topic to mine we decided that his topic may be more effective because it is related to them in their adolescence life and also because the class is about current events. We decided to talked about self-perception and media, especially the Facebook issue, Matt’s video was great to illustrate the amount of relevance that people give to popular media such as Twitter or Facebook. I happened to have read a text about how we chose to define ourselves on Facebook by a scholar called Katie Ellis. All this came together and we started creating our lesson plan for the class. For starters, we talked about our focus and our goal in the class, and words such as the ones I wrote in the introduction came to our mind, now putting into action this plan was the challenge.

Lesson Plan for Polaris High School class, “Current Events.”

Let Chose To Define Us In Media Instead Of Media Defines Ourselves

·      Introduction about the Topic (Matt and Ricardo).

·      Explanation about the video

·      Video

·      Open discussion, give some thoughts about the video, get reactions  and reflect on how much we care about media (Matt)

·      How many of you can survive without Facebook for a day, month, year?

·      Katie Ellis introduction (Ricardo)

·      Analysis of the Illustration “On the internet nobody know you are a dog”

"[Facebook users] declare their sex, age, whereabouts, romantic status and institutional affiliations. Identity is not a performance or a toy on Facebook; it is a fixed and orderly fact. Nobody does anything secretly a news feed constantly updates your friends on our activities. On Facebook, everybody knows you are a dog." Lev Grossman. 

"When users select a profile picture of themselves on their wedding day or with their partner, or with a group of people at a party or in a nightclub, they are communicating something significant." Katie Ellis. 

·      Two quotes that continue with the article about the interaction we may have. Now “ everybody knows you are a dog,” and the “profile picture and its importance” (Matt)

·       Exercise- go into Facebook “How do you chose to present yourself”

1.     What are the patterns we see in each profile picture?

2.     Reaction from their friends

·      Conversation of how we present in Facebook, something we might want to add or to change

The class experience was an interesting one, even though we planned and study about our topic; things didn’t go the way we were expecting. Technology was kind of slow and we shorten our lesson to 10 minutes already because of that. I could realize that the students started to get easily distracted due to the difficulties we had. I still realized how willing the students were to listen and for us to succeed in our class.  Once we started the class the dynamics change somehow, we could started seeing the colors of the different students in the class, especially the talkers or the outgoing, the funny, also the unnoticed and with Matt we decided to divide the class in each exercise so I try to get to know my half but still interact with the other one.  We did some questions and follow the plan that as you can see, pretty open to discussion and with lots of questions that can emphasize participation and this collaborative experience that according to my teaching philosophy is a much more enjoyable experience when collaboration take place in the class.   

In general the students were very receptive to our questions and to our relieve, the teacher was also very nice in helping in some moments of extreme silence or in times of technical difficulties. I appreciate the fact that she was so involve in our class to the point of commenting and give feedbacks, even though she could have just rest and cross her arms and enjoy the free time while other students would take her place. She maintained her involvement during class and continues engaging with the students and us. 

As I wrote about this challenge in the class, I believe we did challenge the class to ponder and participate, we got some really positive reactions that helped to keep the pace of the class and to jump from one topic to the other one. As instructors we also were challenge by students that required a different treatment in the class, and I believe in a small amount we both grew as a community after we were done with our topic. There were still things we could have improved such start the lesson on time, think beforehand about some technical possible difficulties, I felt that there was one half of the class, especially the one who was at the back right, I couldn’t get to listen or to know them at all. I wanted to learn their names, but it was first class and it was hard to memorize their names right away. 

In conclusion, even though the circumstances and the difficulties I believe the experience was very positive both for the students and especially for us the teachers. I was really grateful to be there and have the chance to teach students who are in their teenage years growing and making important decisions for their future. I take seriously what education and teaching means and every time I get to teach I try to make the most of it. Media Literacy education has helped me to ponder about how I can improve and adapt my teaching techniques using media to enhance and educate the learning experience.  

Teaching Philosophy

 I’ve come from a long lasting tradition of teachers in my family, well, not so long but my grandmother set a great example of a great educator where the German tradition and behaviorism were the trendy. My grandmother was the kind of teacher though that were called the “normalistas,” she would teach different subjects and relate them to one to another in the same class. There was an integration of subjects in the class because there were classes for people who would work in farms and also would live in the city. It was different than the most strictly traditional education. My mother was educated under this style, and my aunt became a music teacher, then some cousins are pursuing in pedagogy now utilizing a different education methodology. They use the Montessori system, which lead towards a more constructivist method.

I’m more incline to that system and the different readings can support the reasons why I believe that especially with media literacy behaviorism really doesn’t work. As I learned in my history of education class that the Latin is “to take from.” That was one of the first lessons I had and I still can’t forget that because I understood how important as a future teacher is to treat others in a way that they can feel value by what the bring to the class. A good teacher would help students to value their background and to make them understand that the interaction that happens in class is invaluable, and is a constant contribution.  As Freire expresses “No one is born fully-formed: it is through self-experience in the world that we become what we are.”  This means that the interaction in the class is key as part of the learning process throughout life, whether the experience may be more or less enjoyable. This will be helpful to value, understand, and learn from each others. Another interesting point on Freire’s text and also part of Jenkins thoughts about the appropriation of media or in the case of Freire.

“Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.”

This means that the environment in the class and the value of each one of the students that the teacher gives them is key to help them to express themselves, to free them from the bonds of an old structure in which the master of all knowledge is the teacher.  In the Jenkins position the only way for students to get some appropriation of media is by experimenting and experiencing with new media, as Lystina pointed, some alternative media may be introduce in the educational process.  Experiencing is fundamental for students to feel motivated and related to the subject that is being taught.

In many ways, my classes in education, the texts we have read in the class, and my experience as an MTC instructor all has build up to understand that following a curriculum is a good guide to have, although a teacher in order to help the students to experience in the class has to be willing to adapt or even change some activities “, If the structure does not permit dialogue the structure must be changed” ― Paulo Freire. 

In conclusion, I believe that these writers, educators and philosophers highlight how important is to inspired students and to treat them not as in the banking process learning. Students are not empty vessels, on the contrary they bring stories, and a family upbringing that is unique and it can contribute to the class. For what the students participate and feel free in a classroom, they need some validation and make them see their personal value. Followed by that participation, the experience they may gain in the classroom is what would help to drive and motivate the students to pursue an education in any subject it may be interested.   The correct use of media especially nowadays would be also an important key to free them from the frequent standard in younger generations, is the new way to explore and do research on things that may be important for students. To get it right and learn these techniques and be literate in media would make a huge contribution in the way the validate themselves as responsible researchers and active participant in the topics to learn. Both the students and the teacher would benefit from each other, and both would have the real educational experience. 

Is school enough? probably not, but we still need it.

Is school enough?

 Even though I really enjoy some of the ideas that were represented in the documentary, I believe this could have have a better angle in the premise if school is enough? For me the message was too straight forward, I got mainly school is not enough. With this said, there are some Jenkins moments that were pretty interesting an amazing, but that’s not a surprised either, he is great! This documentary is a good effort to highlight how extracurricular activities or planning according the things that interest some kids may be more suitable to get to an effective learning process, that may even replace or enhanced the school experience.

Project Noah is a great example of how a teacher can use effectively media to communicate with people around the world and get some preparation for Rosie the elephant.  As Giroux and Simon explained about how pedagogy is engaging students and teachers in political cultural activities. The teacher uses Skype and other media to communicate and to establish connection with the scientist   and the owner of Rosie, with the students.   The student and the teacher were engage in a more-less activist group to save and provide  a safe home a defenseless animal that has been working all its life in a circus. This is a good idea of how students may be involved in something that can relate to them and at the same time may allowed them to investigate and do some more research on the areas of biology, math (budgeting), media coverage (taking pictures and analyzing plans), and other great benefits.  

 Another interesting point in the documentary is the story of the girl who decided to quit school to pursue her career. I think this is a way, a very not conventional way to continue with a learning experience that it might not be reachable for many. Having tutors and being a Yoga instructor are things that maybe can be a possibility as a part of a school program. I thought it was interesting how determined and focus and enthusiastic the girls was. I still believe though that learning some core elements might be important to experience in high school, with that, having to deal with the social experience is also a way to grow emotionally as a part of the whole. As Lystina planted in many questions in her text, maybe in high school and not completely outside there can be a mix of  this democratization of media and information between the “classics” and some alternative elements that can give a different view to students who have different interests.

Another interesting thought that I have in this regard on how Giroux and Simon, and Lystina about pedagogy is about a democratization of education among teachers and students. I really love the concept of this because while I studied pedagogy in my country I learn from actually a Freire text the Latin root of the word pedagogy that means “to take from,” taking it from this side as these three writers discuss plus Freire I would say that the real pedagogical experience is not one sided, but it has to be a two ways experience were the student may be involve in the subjects that are being discuss. Especially in an era in which newer generations are raised with technology and media, they can contribute so much to enhance the learning experience only because of the major exposition they have with new technologies. 

Resolved

Resolved was a challenge to follow and to completely understand, not in its theme or the overall discussion, but to understand the world that debaters have, the way they communicate and express themselves. I thought is really interesting to see how each on of these students would bring something to the table and show how Freire explained not empty vessels, but young generations that may contribute with their habits, personality and determination to learn or have a voice and show it to the rest of the world.

 One interesting theory that Freire explained in more detailed in his book is the banking theory and how in the traditional educational system, the teacher or superior would treat the students as empty vessels or piggy banks that are only to use to deposit, there is no coming back, or a way to benefit from the piggy bank until is full of coins.  Louise and Richard were inspired by Freire’s teachings in regards on education, and wanted to bring something different to a tight system that has different codes and rules as is the debate world.  As Dewey would also explained these two debaters wanted to discuss about real problems, again things that were relatable with their realities, more than a combat against a third world war, and a nuclear destruction. This democratization of letting go certain rules or standards according to debate were a big surprise for the traditional and for people who was actually in the debates… Why? Because they again started to understand about the things that were debated.  I think is remarkable of how their background and education from someone who trust them to represent this idea mark the lives of these kids, who maybe didn’t change the system, nor the competition, but indeed changed their way to see education.

Another interesting thing about this documentary was to see the training an the life that the traditional debaters have. First of, there is some racial and status on this elite of debaters. Second, there is an enormous amount of information and of study to do to prepare for a debate. The kids literally “absorbed” their readings and investigation with an enormous reach of data. Both Louise and Richards team and Sam and Matt’s team,  have great merits to earn in each one of these sides.  It seems that Sam and Matt were almost computers that spill information as fast as they can, communicating with codes and words that only a few really understand.

 The film gave me some hope for Louise and Richards in their future, even though their circumstances were not ideal, their fight is a thing that would continue and some day it will be resolved. On the other hand, I’m fascinated by the amount of information the most traditionals manage in a debate. I’m still concern about how they developed themselves in society; maybe they should also internalize some of the thoughts of Dewey and Freire to understand that after debate, there is a lot to do in real life. 

Class Observation "Polaris High School."

The class in   Polaris high school that we attended was a great opportunity for me to understand the American high school experience. Even though this was an especial class with students with a different situation, the overall experience was very revealing for me. I think that the interaction between the teacher an the students was not so much of a hierarchy but a relationship based on respect and a well balance use of media in a context in which the circumstances may not always be so favorable.

I had no idea about the class or the students this teacher was dealing with, so after knowing that my vision might have change slightly.  The class was about current events, Amberly was very energetic and calm down some of the students rapidly. I waited a bit to see if that was her only reaction every time someone was talking or maybe it was something that she would do to get some attention before losing control of the class period.  I was greatly impress that during the class there was a lot of participation, not as much as in a college level, but still I thought some of the students were very much engage with the topics they were talking about. The class was about the process of planning a documentary, Amberly used media to explained about  shots, and how can we plan on this with macro, medium, wide shots example. Something interesting about the media she used was that, she presented a wedding video, I thought it was a very normal, and maybe even a little boring representation of different shots. The video  was well done, although there were some improvements in many aspects related to the aesthetics of the short film. After she finishes and the classes discusses and identifies the different shots that were in the video. Amberly said that she was the author, at that moment I understood better why she was showing that to the class. I think it was very courageous from her to show something so she can be criticizes and put on the spot. I believe a teacher should show him/her self-not as a Godlike presence, but as we have talked in class, a superior that is still learning and also can learn from students. The class discussed thinks that they like and that learned from the media she presented, also could felt identified with the level of knowledge they were receiving, the goal of doing a documentary is not as hard as maybe a Hollywood film could express. The learning they had, was relatable with their lives and it challenges but do not stress.

I also realize some  real direction from Amerbly that I think is very important , especially when dealing with kids in high school. The dynamics are different and the energy should be different too. I could see a difference from Amberly teaching and then having a small conversation with me, is just not the same situation, and I’m not saying she has to be a different person, but the teacher who is interested on getting to his or her students are willing to adapt somehow, depending on the students.   The teacher in this matter did very well because attracted the attention of the kids, and at the same time made an effort to keep a class were everybody can express themselves, but in the right time, without overstepping on others students comments or interrupting the teacher.

Finally, Amberly did some group activities and approach each one of the groups and pay attention to consults and other questions. She also took time to notice a student that was late, and ask him quietly the reason he was late without calling the attention of the class. I could tell that although she can be tough, she may act this way because she knows them and care for them letting them know that showing interest on their activities.

This wasn’t a perfect class, but it was a really fun class to watch and to analyze. The teacher applied many of the key concepts that we have talked in class, and the students also collaborate with the teacher. I sense a feeling of community within the class and I thought it was a remarkable sensation. There are some shy and different students in the class but I can tell that there is an ambiance of respect and care among some of the loud students present towards their teacher.