How very refreshing! I really enjoyed this reading by
Duncan-Andrade & Morrell. Based on my limited research and knowledge of
education (but soon to change), I feel as though traditionally urban schools have
largely been ignored, and obviously this article addresses this very issue. The
writing was very clear, and unlike McLaren I didn’t have as many questions
remaining after finishing the text.
I believe it’s pretty obvious based on the writing of
Duncan-Andrade & Morrell that they are huge believers in discussion as a
method of teaching, and against the horrific banking method for teaching. They
want the students to be critical thinkers, not just take information in because
some book said it or it was on the syllabus but to analyze and critique.
My favorite line of the whole reading is, “Nothing promotes
border crossing or tolerance more than helping students to arrive at an
implicit understanding of what they share in common with those they have been taught
to perceive as different” (186). I really liked this line because so much of
moving past obstacles is acceptance. Immediately, when I read this line I
thought of the scene in the classroom of the movie The Freedom Writers when
the students step up to the line as the teacher asks them questions. The
students quickly see that they are no so different than their classmates in
many ways. It was a very powerful and touching scene. But I digress…
I really appreciated that the authors gave us examples of
their syllabus and what they actually taught in the classrooms. It was nice to
have an idea of what was successful in their classrooms, and how they varied
from a typical syllabus to fit the classroom of an urban school. And how they
advised educators to not shy away from using influential films, but to be wary
of the reactions that may occur. Of course, now with today’s CCSS’s we know
that educators are expected to use all forms of learning in the classroom so
there is less of a negative connotation in using films now (I would imagine).
I could continue on about the additional things I enjoyed
about this article but I will conclude with the other line from the reading
that struck a cord with me, “He also shows very clearly that not only are the
schools of the urban poor unequal, but they are in many cases inadequate and physically
and psychologically unhealthy places for anyone’s children to attend” (189).
The authors discussed this when comparing the metropolitan schools versus the
urban schools. It brings to mind the question of in what ways exactly were they
unfit? And, finally how the hell am I going to ensure that none of my students
feel that way about my educational institution.
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