Talking Points #5

Kahne and Westheimer "In the Service of What?"

1. "As is commonly the case with new policy initiatives, however, more attention has been focused on moving forward than on asking where we are heading." (pg. 2)

- While this quote was presented early in the article, I feel it arrives at the same basic point that Kahne and Westheimer are trying to make through their comparison of the various methods used when executing service learning projects. By focusing on the end versus the means, not only are we deprived of the wonderful experiences and learning opportunities to be gained by the process of doing good, but our efforts are also much more valued and effective as become a factor in change as opposed to charity. Also, it is important to understand what our goal is to be attained so we can set a focused path towards reaching that goal. By simply moving forward, we lose sight of our ultimate goal and it becomes difficult to determine whether or not we are on the most effective and efficient path for reaching it.

2. "The approach to service learning taken by Mr. Johnson stresses charity and the ways in which participating in service and reflection can develope students' sense of altruism. ... Mr. Adams' students, by contrast, began their work with a systematic and critical analysis of the causes of homelessnss and of the strategies employed to prevent it." (pgs. 3-4)

- At first glance, I initally thought that the work proposed by Mr. Johnson would prove to be more effective in the long run because the students were given the opportunity to place themselves in various communities and work with those in need. It appeared that they were gaining more hands-on experience, and therefore helping the community. While charitable acts such as these are no doubt helpful, they don't suggest the kind of change necessary to really make a difference in the lives of others. Mr. Adams' students were able to educate themselves about the conditions of hte homeless and the causes of homelessness, therefore instilling a sense of understanding and tolerance that most cannot grasp. After having this preliminary information, they can put themselves into the community where they will work beside the homeless for a common, greater cause. They place themselves on an equal-playing field with the homeless, although they are in less fortunte circumstances, whereas Mr. Johnson's students may naturally view those that they are helping as "clients."

3. "Others argue that educators may miss important opportunities if they disconnect the act of service from a critical examination of the setting in which it occurs. While requiring students to 'serve America' (the rhetoric of the federal legislation) might produce George Bush's 'thousand points of light,' it might also promote a thousand points of the status quo. Indeed, the emphasis on altruism and charity, so common in many recent service learning initiatives, is often used to back a conservative political agenda that denies a role for government." (pg. 8)

- One key concept that I found interesting in this quote was the "thousand points of status quo." Many view charity as an act for the better good of the community, the nation, and people as a whole. Most wouldn't associate charitable acts with the emphasis of negative stereotypes or even just reinforcement of already established ideas about those who are less privileged. I personally feel that it is necessary to having both the educational component and the service learning component. An abundance of knowledge about any situation won't be very beneficial if you don't take any form of action, however action without understand can prove to be more detrimental. One could argue then that inaction does less damage than action - even if done with good intentions - because even if somebody does nothing with their newly acquired knowledge, they have found understanding and tolerance for the group in question which places them on a relatively equal playing group whereas someone who just does service still views the other individuals as "unfortunate" or "less priviledge." In order to have true change, you must find a delicate balance utilizing both materials and resources.

Talking Points #4

Christenson "Unlearning the Myths that Blind Us"

1. "When we read children's books, we aren't just reading cute little stories, we are discovering the tools with which a young society is manipulated." (126)

- This statement stood out in my mind primarily because of the author's word choice. The idea of a "young society" being manipulated really targets the main concepts outlined in this article and also brings our attention to the severity of the impact these manipulations can have over the course of a child's lifetime. Aside from having racial implications, such fairy tales and children's lore can impact their gender identity and concept of self-image. Another quote from the article that I really feel illuminates a key theme in most fairy tales is "Happiness means getting a man, and transformation from wretched conditions can be achieved through consumption" (133).

2. "They noted the absence of mothers, the wickedness of stepparents." (131)

- My first thought when reading this sentence was "Brother's Grimm!" The Brother's Grimm wrote many of the most popular fairy tales that were later remade by Disney including Sleeping Beauty, Snow White, Rapunzel, Cinderella, Rumpelstiltskin, Hansel and Gretel, and The Frog Prince. Several common factors that unite these tales include large families, women represented as heads of the household (usually in the absence of a biological mother - as a stepmother), and some form of a "prince charming." The Brother's Grimm wrote from personal experience, having been raised by only their mother and being members of a large, predominantly male family.

3. "Have you ever seen a black person, an Asian, a Hispanic in a cartoon? Did they have a leading role or were they a servant? What do you think this is doing to your child's mind?" (131)

- I have mixed feelings about this concept. While popular media and fairy tales definitely play an important role and make a statement about racism, I don't entirely agree with the statement about people of color never having a leading role. I'm not trying to imply that Disney is exempt from manipulating our youth, however I do feel that they did a fair job in representing various cultures in positions of power. They have princesses in several ethnicities including French, Chinese, Arabian, English, Native American, Dutch and African American. I feel like one of the main issues in Disney literature is the isolation of difference and culture (for example, all of the characters in "Mulan" are Chinese, all of the characters in "Beauty and the Beast" are mainly French...) as well as their tendency to imply that women need a man in order to live "Happily ever after."

Talking Points #3

Carlson "Gayness, Multiculturalism and Community"

1. "Thus, the words "homosexual," "gay," "lesbian," and "queer" have histories we have to consider when we invoke them. Homosexual is an ostensibly neutral category, one designed by scientists; and yet its usage may involve a scientific distancing from the homosexual object of study and a refusal to see the political and cultural elements of sexual identity. "Gay" and Lesbian" or "gay men" and "lesbians" are the most "politically correct" labels, although their usage tends to further divide and separate men and women when in fact homophobia and oppression are directed against homosexuals as a group." (235)

- When I first read this passage it reminded me about Johnson's article about power and difference, particularly his argument about using the correct terminology. I had no prior knowledge of the history suggested by the various terms used to describe the LGBT community. I use the terms "homosexual," "gay," and "lesbian" interchangeably without a second thought and with no consideration for the separation and divisions they imply. This is particularly because these terms don't apply to myself personally, so I do not experience their effects and rarely do I ever have the opportunity to witness them. I was particularly interested in Carlson's statement about how the terms "gay" and "lesbian," while politically correct, further divide men and women.

2. "To the extent that gayness is recognized in the curriculum, it is likely to be in the health curriculum, where it is associated with disease." (237)

- Last weekend I saw RIC's mainstage production of Angels in America. Before I even had the opportunity to read this article I was reminded of this class because of the play's content dealing with issues of diversity and prejudice against homosexuals. Clearly connecting homosexuality with the AIDs epidemic, the play takes place during the Regan campaign and criticizes his disengagement and ignorance of the spread and effect of AIDs. This quote from Carlson lead me to wonder what damage was done by the governmental ignorance of the AIDs epidemic and its promotion as a disease restricted to homosexuals, Haitians, and intravenous drug users.

3. "The official policy in most school districts is in fact identical to that of the U.S. military, namely: "Don't ask, don't tell." Interestingly, while the policy is being challenged by gays in the military, it has not been forcefully challenged by gay teachers in public schools yet, perhaps because they feel (probably rightly so) they could not win if they pushed their case."

- I don't understand the logic in the military's "don't ask, don't tell policy." What harm can come to the military if a homosexual man or woman decide to join their ranks? While the nature of such a policy, unfortunately, protects homosexuals in the long run I find it to be ridiculous and counter effective to the progress of acceptance of multiculturalism. However, homosexuals are inadvertently protected from the aggression of their heterogeneous peers. Also, the same applies to the idea of gay school teachers. I hadn't considered that very few if any of my f the former teachers were openly gay. I wonder if it would have made a significant difference in the attitudes and respect of their students and peers. While this doesn't apply to all school systems, I feel like my high school would have been accepting of any homosexual faculty and staff members.