Click to access miller8.pdfMiller, S. et. al. (2012) A Literacy Pedagogy for Multimodal Compositing. In: Suzanne Miller and Mary McVee (eds.). Multimodal Composition in Classrooms: Learning and Teaching for the Digital World. pp. 114-129.
This was a very intriguing experience for me because I have never used any form of gaming as a part of my education before. Although I am not very familiar or interested in video games, I enjoyed playing the three games we were assigned for class as well as the game that I found myself.
The game that I selected is called Microscopya. It was available on a regular browser, google play, the apple store, etc. I chose to download the app on my phone and also play it on my computer to see if I could find many differences. It was definitely different to play because with one I was using my curser and with the other pressing buttons on my phone. Aside from that, I did not notice anything major. This game was entertaining because I got to set up my own character and customize it to whatever I wanted. It puts your character right in the center of a cell and you get to explore it for yourself. There are different tasks to get you to the end. For example, the first task was to find the entrance to the mitochondria. Even if I did not know exactly what it looked like, my interactive character could walk around until I was able to find it. You can move some things around as well and the app explains where you are at and what you are doing. It gave me a better grasp about the parts of a cell as a whole without feeling too frustrated or feeling that it was too easy. I had fun and I felt that I learned something new.
In our reading Mind Shift: Guide to Digital Games and Learning, the authors discuss
“The most convincing neurological research shows that video games contribute to neural plasticity because games provide ‘a multitude of complex motor and cognitive demands’” (Shapiro 8). I found this outstanding because video games are typically not associated with intellect or brain development. Infact, before reading this article I had associated it with the opposite. This opens a world of possibilities in the classroom. Many students are interested in gaming so this may appeal to them. This is certainly something that I will consider in my future teaching career.
All in all I enjoyed playing this game. I think this would be a perfect game to include in a middle school science classroom. However, as a future English teacher I would be curious to look more into games that relate to the books that I will be reading. One idea that comes to mind is buzzfeed quizzes. It may be fun for my students to take the “what character are you?” quiz. There are some interactive games for some of the bigger texts like Harry Potter, but I am not sure what materials I could find for some lesser known texts or the classics that I will likely be teaching.
This is my first blog post introducing myself!
My name is Anna Mialky and my preferred pronouns are she/her.
I am from Granville, Ohio.
There are a few things you may not know about me. I am a Junior here at John Carroll and I am majoring in English and education. I have two little sisters and two golden retrievers who I love very much. I love hiking, listening to music, and I am a huge coffee addict. I am involved with the Sweet Carrolines and campus ministry here at JCU. I am a member of the retreat team and I am currently preparing for an immersion to El Salvador as well through campus ministry.
Learning Style and More
For me to be comfortable taking creative and intellectual risks, I must have a comfortable relationship with my professor and peers. I want to feel as if I can suggest different ideas without being judged. I prefer conversation based classes because I gain comfortability speaking up and voicing my opinions.
Lately I have been reading a lot of Colleen Hoover novels. I read a few of her books over the summer because they are perfect summer “beach reads.” I read It Ends With Us, All Your Perfects, November 9, and more. I just started reading Reminders of Him!
About Dr. Shutkin
Here are a few questions I have for Dr. Shutkin: What is your favorite book? What is your favorite thing about being a teacher? If you could give one piece of advice to upcoming teachers what would it be?
There are a myriad of themes developed within “Wide-Awakeness and the Moral Life” by Maxine Greene. Some of the biggest themes are incorporating “wide-awakeness” into schools and to live with “eyes wide open,” encourage students to develop their own beliefs and attitudes, morality in schools, hierarchies in schools, cognitive clarity, existential concern, stepping outside of the norm, the golden rule, moral direction, attentiveness to the individual and the everyday life, the responsibility of the teacher as a moral being, and many more. Essentially the primary idea of the assigned reading is that we as teachers have a responsibility to act as moral beings and teach our students to be “wide awake.” This means thinking critically and asking questions and may not follow one set curriculum.
The article employs several examples of evidence to back up her themes and ideas throughout the work. Right off the bat she quotes both “Moral Reform” Henry Thoreau and a quote from Alfred Shutz discussing the idea of “wide-awakeness.” Just as the title suggests, the main two premises of the article are wide awakeness and moral life so having evidence quickly that Thoreau supports her concept of the moral life and that Shutz supports her idea of “wide awakeness” allows Greene to confidently move forward with support. By including these two quotes she gains the readers trust. In addition, Greene references widely supported works such as Antigone, The Doll’s House, Hamlet, and The Plague which further develops her credibility. Furthermore, she quotes numerous people such as Martin Buber, Dewey, Camus, and many more. Lastly, Greene additionally uses the golden rule as a tool to back up her claim. This idea is widely respected and it is hard to find fault in treating others with kindness and the bible making this a valuable tactic in gaining her audience’s trust.
There are numerous perspectives intertwined throughout the article. One thing that stood out to me is that there is definitely a reference to progressive education, especially with the several references to Dewey. Greene calls for a shift where we stray away from tradition and teachers encourage their students to be “wide awake.” This could mean not necessarily following what is traditional, but learning what is interesting to each individual.
My current connection article titled “Studies Link Students’ Boredom to Stress” heavily connects to the idea of “wide-awakeness” and why it is so important and necessary within the classroom. I talk about the relation between boredom and a lack of focus. The author recognizes that when students are bored, they tend to not focus or be engaged with the material which leads to fidgeting or anxiety in the classroom. Being bored and not paying attention leads to students experiencing a cycle of higher and lower energy. Students could be completely zoned out one second and then trying to wake themselves up the next. This affects the prefrontal cortex and can lead students to a feeling of anxiousness or depression. Similarly, students who are already suffering from a bit of anxiety may get bored more easily according to this study so they may need an extra push. Secondly, the article additionally discusses the connection between boredom and dull tasks. This section is particularly interesting because it calls for “reappraising” dull tasks which is very similar to the idea of being “wide awake.” Reappraising is essentially finding ways how the material relates to themselves to make it more interesting as a strategy to combat boredom. The article is highlighting the importance of “wide awakeness” and giving us strategies to help our students achieve it. It discusses how we should attempt to meet our students halfway. Our students need to make an effort to “reappraise” tasks and to live “wide awake” but we as teachers can do our part by attempting to relate the topics back to our students to make it more interesting for them.
My lived experiences did not directly connect to this topic because I went to a fairly wealthy public school but this issue was quite alarming and horrifying to see how many students and schools are struggling. As a future teacher who will be potentially teaching in a school similar to the ones described in the assigned reading and our presentation, this topic is particularly salient and interesting to me and one I would like to explore further. This topic and the stories and themes discussed raise a lot of questions for me as a student and a future educator. The one that stands out most to me is what can I do as a teacher and as a student to accommodate students who are suffering from poverty? We discussed free lunches and in class someone brought up the idea of teachers or students volunteering to do after school programs or tutoring for students whose parents cannot pick them up right away. I wonder what I can do to make this happen. Some of the major themes discussed in the article developed by Kiersten Greene and Jean Anyon are the ways in which we can accommodate for students who are in poverty, incorporating alternative pedagogical practices, the historical events that led to urban poverty, redlining, race, how poverty correlates with an increase in behavioral issues, etc. The authors incorporate a lot of evidence to back up their points, making their article more credible. They have an extensive list of references and the authors quote and reference a myriad of them throughout the article. There are additionally several political, cultural, and ideological perspectives present within this article. This article identifies numerous problems within urban schools and suggests ways in which we can stop it. This can be an example of progressive education because it is straying away from a traditional curriculum, and potentially turning towards more alternative pedagogical practices. After reflecting on this article, I am very interested in this and wonder what I can do to help improve the lives of these children. We discussed in class if we would want to work at an underfunded urban school like these and I think that I would. Knowing my class and I, I think we could make a big difference there and I would like to explore what we can do as teachers to make a difference, instead of just the obvious solution which is increasing funding.
My group chose to emphasize many themes including ways in which we can accommodate for students who are in poverty, incorporating alternative pedagogical practices, the historical events that led to urban poverty, redlining, race, and how poverty correlates with an increase in behavioral issues, as I mentioned earlier in part one. Our learning objectives were spreading awareness and encouraging our classmates to approach and tackle this issue in our future classrooms. My contributions to planning the lesson were researching and exploring the background of the articles and the authors. I composed four slides regarding those topics and I contributed to the works cited page. In addition, my group and I discussed several of the main themes and ideas we wanted to focus on throughout our lesson. My responsibility during the presentation was to screen share and to present my four slides.
Blagg, Kristin, et al. “How COVID-19-Induced Changes to K–12 Enrollment and Poverty Might Affect School Funding.” Urban.org, Urban Institute , Jan. 2021, http://www.urban.org/sites/default/files/publication/103497/how-covid-19-induced-changes-to-k-12-enrollment-and-poverty-might-affect-school-funding_0.pdf.
Bloomberg.com, Bloomberg, http://www.bloomberg.com/news/articles/2019-03-27/why-city-kids-get-less-money-for-their-education.
“In Memory of Jean Anyon.” Jean Anyon, http://www.jeananyon.org/.
Kiersten Greene & Jean Anyon (2010) Urban School Reform, Family Support, and Student Achievement, Reading & Writing Quarterly, 26:3, 223-236, DOI: 10.1080/10573561003769608
“Kiersten Greene.” SUNY Smart Schools Summit, hawksites.newpaltz.edu/smartschools/kiersten-greene/#:~:text=Kiersten%20is%20an%20assistant%20professor,particularly%20interested%20in%20digital%20literacies.
“Urban School Reform, Family Support, and Student Achievement.” Taylor & Francis, http://www.tandfonline.com/doi/full/10.1080/10573561003769608?scroll=top&needAccess=true.
There are a myriad of themes developed in the reading “Native Americans: Deculturalization, Schooling, Globalization, and Inequality.” Some of the major ideas and themes discussed throughout the article were citizenship in the new rubric, the cultural power of schooling, the missionary educators, language and Native American cultures, Indian removal and civilization programs, and Native American reservations and boarding schools. Essentially, after the white settlers stole land from Native Americans, they viewed them as inferior and oppressed them to ensure they would not revolt and attempt to steal back their land. We can still see this deep oppressive nature in schools and society today and we are encouraged to make students feel included and encourage them to take their education seriously.
The article incorporates a wide variety of sources, examples, and facts to prove the points and emphasize the themes being referenced within the article. The authors employ several resources in their works cited section which prove to me that their points are well researched and well thought through. In addition, the author utilized other tools such as timelines and quotes from numerous respected sources to further emphasize their points. Lastly, one strategy that the author uses is including several dates to showcase that this isn’t just a problem today, history recognizes that this is an ongoing problem since the founding of our country.
There are numerous political, cultural, and ideological perspectives incorporated within our assigned reading “Native Americans: Deculturalization, Schooling, Globalization, and Inequality” that showcase the necessity of this issue. Specifically, we see a lot of political and cultural influence on the article and the topic in general because of the impact culture and politics have had on Native Americans. Obviously we see a culture relevance because this article discusses how Native American students are suffering in schools due to their culture. Politically, the article discusses the ways in which laws and biases have kept these students from succeeding in the past, and how this past political issue continues to have ramifications in the classroom today. In addition, the idea of gearing education towards students’ cultures specifically relates back to culturally relevant pedagogy which can be an example of progressive education. It is important to teach students about numerous cultures and perspectives, but to also relate it back to their own cultures or interests to keep them engaged and interested in the content. For example, Native American students should occasionally learn about their own cultures and interests in the classroom to encourage them to see how it is important and relevant to them specifically.
The curriculum we use in schools it geared towards Caucasian students and Native American students and as future teachers, we have a responsibility to create an inclusive and welcoming environment where bullying, discrimination, and hate is not encouraged and is shut down immediately. I chose to highlight some of these points in my current connection on the article titled “The Issues Surrounding Native American Education” by Native Hope. This article is about an organization dedicated to helping Native American students graduate from high school. The article discussed the deep rooted trauma of Native Americans and how that has seeped into the classroom. Indian Education is referred to as “a national tragedy, a national challenge” in my article which I think accurately summarizes this unfortunate situation. My article goes into a lot of detail about how Native American students have one of the lowest graduation rates and that this organization is dedicated to helping fix this problem which directly connects back to the problems illustrated in the assigned reading.
I personally do not have a tremendous amount of lived experiences regarding this topic and reading but after reading this article, it definitely still raises questions and concerns about homophobia and queer theory within schools. I went to a school that did not have many LGBTQ+ students and the students that did fall under this category were greatly accepted from what I saw and heard. I think this was most likely due to the fact that during my Junior year of high school, about half of the cheerleading squad came out as homosexual together and this then made it almost the “cool” thing to be which I think made others feel more comfortable with their sexuality. Although I think my school had a great environment, I know that most schools are not like this. I am very curious to know what kind of training or information teachers are given on how to deal with this particular kind of bullying and what kind of consequences are given.
There are a myriad of themes developed by the author within this work but some of the main themes are that bullying in schools have become mainstream, teaching the students and teachers the effects of homophobia can reduce bullying, the idea that gender categories are taught in schools, and the dress code. In addition the article references the long term effects of gendered harassment, the current heterosexism within schools currently, gender policing, and the importance of teachers and staff being educated on this topic.
Elizabeth J. Meyer included quite a bit of evidence to support the claims she was making. She does this by referencing things historically that cause problems as well as quoting a myriad of different theories and sources in all of her sections that further prove what she is saying. This is beneficial because by including a wide variety of sources that back up what she is saying, her point becomes more reliable.
There are certainly a plethora of political, cultural, and ideological perspectives present within the article that contribute to its effectiveness of achieving the author’s message of the need for change within schools. One of which is Liberatory pedagogy, which is liberation centered around the principles for social change and transformation through education based on consciousness raising and engagement with oppressive forces. In addition, we also see examples of progressive education intertwined throughout the reading and additionally political ideals are definitely centered here as this can potentially be a very controversial issue in some districts.
After reflecting on this reading I believe that the problems highlighted are very salient to us as future teachers. I think that a lot of these ideas will be challenging to implement, especially in more conservative areas, but I think it is certainly possible. Overall this reading has made me more inclined to challenge my education regarding issues such as gender norms, the dress code, homophobia, etc. and makes me want to begin to address these kinds of issues in a respectful and effective way in my future classrooms.
As I mentioned previously, there were a wide variety of themes incorporated into the reading and we as a group did our best to try and preview all of them. When making our lesson plan however, we did our best to focus on the most relevant material to us as past high school students and future teachers. Some of the concepts we particularly stressed were the dress code and the way in which it is enforced is inherently wrong, how schools can better promote inclusivity based on our own personal lived experiences, homophobia and sexism within schools and particularly how our schools addressed these issues and how we think they should be addressed, and how we can incorporate queer theory research into our curriculums.
Our primary objective was to spread awareness. I think if teachers, students, and staff were aware of how prevalent these issues are and the huge negative effect it has on others than they will be more inclined to promote positive queer theory. After the discussion it seems apparent that a large sum of bullying that happens regarding this topic comes from ignorance and as future teachers, it is our job to educate. If we can promote equality and cohesion then ideally our students will feel more comfortable in the classroom and learn better.
Planning the lesson was not a super challenging class. After doing a couple of learning experiences now my group and I are definitely more comfortable with one another which makes taking intellectual risks and having academic conversations a lot easier. For the actual planning, we had a meeting where we discussed the layout and major themes we wanted to get across and we spent some time discussing the actual reading itself. After the meeting, I did some individual work in doing outside research on the background of the article and the author. After doing a bit of research, I composed three slides that summarized what I had learned and what I wanted my classmates to understand before passing it to Shaina to build off of my research and talk about the article itself. In addition I made the works cited.
For the actual teaching of the lesson I was responsible for screen sharing. This meant having to read through my teammates work a few times just to make sure I understood what each individual slide was about. In addition, I was responsible for teaching the first three slides that I had made which focused on the background of the article.
“Elizabeth Meyer.” School of Education, 2 Sept. 2020, http://www.colorado.edu/education/elizabeth-meyer.
Meyer, E. (2007). “But I’m Not Gay”: What Straight Teachers Need to Know about Queer Theory. In N. Rodriquez & W. Pinar (Eds.), Queering Straight Teachers: Discourse and Identity in Education. (pp. 15-32). New York, NY: Peter Lang.
Rodriguez, Nelson M., and William F. Pinar. “Queering Straight Teachers: Discourse and Identity in Education.” Amazon, Peter Lang, 2007, http://www.amazon.com/Queering-Straight-Teachers-Complicated-Conversation/dp/082048847X.
The assigned reading, “But That’s Just Good Teaching! The Case For Culturally Relevant Pedagogy” by Gloria Ladson-Billings incorporates a myriad of important themes involving incorporating the idea of culturally relevant pedagogy into the classroom and curriculum. It references linking schooling and culture because the article suggests that if home life is linked with a student’s education then they will achieve more academic success because they will likely be more engaged in the material. In addition the concept of culturally relevant pedagogy is intertwined throughout the article through themes of academic success, cultural competence, and critical consciousness. This article challenges teachers to educate themselves on culturally relevant topics so they can educate their students. Understanding where a student came from and their interests will help create a bond and a sense of trust between the teacher and the student. By incorporating these ideas, students will be more understanding of the concepts because they can see implications of the content they are learning in their own lives. I think ultimately the main theme of “But That’s Just Good Teaching! The Case For Culturally Relevant Pedagogy” is that incorporating culturally relevant pedagogy into the classroom will best help students academically succeed and understand both the content and their culture better.
The assigned reading employs a plethora of evidence, references, and numerical data to back up the author’s points. This helps the author gain reliability and credibility and overall proves that the points being made are true and further emphasizes them. For starters, the author includes a very extensive list of about 31 references. In my opinion this is a very good sign when looking at an article to have this many sources backing up an opinion. There are a wide variety of examples employed and I think the author effectively scatters them throughout the article. In particular, one example that stood out to me was the section titled “Linking School and Culture.” Each paragraph within this section discusses a few credible sources fighting for linking school and culture. Although they are different, they each build off of one another. I think this is more beneficial than just incorporating one source because it makes it appear more reliable when you have more people fighting for this idea. For example, within this section the author writes about Irvine’s analysis on “cultural synchronization” and then builds off of this by referencing Perry’s more recent analysis on this within a historical context. There are a myriad of examples just like this within the work but overall I think the author does an excellent job of incorporating examples to back up his major points.
This article includes a few political, cultural, and ideological perspectives that stood out to me. I would first argue that this relates back to progressive education. This is because progressive education has a huge emphasis on learning things that will help you in life, rather than just a test. I think this is salient and similar because culturally relevant pedagogy additionally has an emphasis on learning things that relate back to your own life or culture, which is beneficial in the long run because it helps you better understand the material and your own culture. In addition, culturally relevant pedagogy is very hands-on in most of the examples we have discussed so I believe this also contributes to it being a form of progressive education.
The article I chose to study for my current connection is called “Moving Culturally Relevant Pedagogy From Theory to Practice: Exploring Teachers’ Application of Culturally Relevant Education in Science and Mathematics” by Bryan A. Brown, Phillip Boda, Catherine Lemmi, and Xavier Monroe. I chose this article because it focuses particularly on incorporating culturally relevant pedagogy in math and science which I found particularly engaging. The article discusses how They want teachers to “rethink science and mathematics to build relationships between students, faculty, and the community.” The authors believe that because social justice oriented goals are not introduced at a young age, it is harder for students to understand them and feel normal talking about them when they are older. By intertwining these concepts into education early on they will be more inclined to be more educated on culturally relevant ideology later on. The authors continue to say that, “the focus is on STEM as a culture of indoctrination rather than the culture of the students’ lives as valuable areas of inquiry.” The study includes many examples of ways in which teachers incorporated culturally relevant pedagogy successfully. One example talks about the inclusion of “weak cultural ties” into word problems. For one student, they made the variables of a math problem Gucci shoes and gift cards and this engaged the student’s interests. In another example, a science teacher connects science to culture by teaching students about melanin. This knowledge encouraged the students to value the darkness of their skin while also learning something scientific. These are direct examples of how to include culturally relevant pedagogy in education like Gloria Ladson-Billings suggested in our assigned reading.
Throughout the reading “The Radical Supreme Court Decision That America Forgot,” my group and I identified many themes including the overlying fact that there were numerous cultural and historical events, including Green v. New Kent as discussed in the reading, that were not taught in school or were white washed. This certainly connects to my education because I too never learned about Green v. New Kent. After learning more about this case, it is very shocking to me that this was never once discussed in school. In addition to the theme of the often forgotten importance of this historical event, this article also discusses Brown v. Board and a series of facts regarding the connection between these two cases and how they relate to one another, despite the fact that typically, only Brown v. Board is thoroughly taught in schools. In addition, after reading the article and looking into the author’s background it is quite clear that he deeply cares about cultural diversity and is concerned with our lack of knowledge within schools. Although he is a white male, it seems that his extensive education makes him ideologically okay to talk on this subject.
After reading this article I have reflected a lot on my previous education and the way in which I would like to teach in the future. I believe that this is a serious matter and I think that as a future teacher, I need to come up with and implement successful strategies to best teach events such as this. This article opened my eyes to realizing the corruption within the school system when regarding events that relate to diversity in some way. It is apparent that we have a tendency to make the white male the hero, when he is not always not. This article has made me realize I need to be conscious of my bias when teaching and I additionally need to do my own research to fill gaps in my historical knowledge because due to my educational background, I am guessing there are many.
I personally thought that our learning experience presentation went well. My group and I met for about an hour on face time to go through and discuss exactly what we were presenting, the order, and overall themes to include. My responsibility, outside of reading the article, was to research background information on the article and compose three slides to present on what I had learned as well as generate a few discussion questions for the class to discuss. My first slide was on background information on the author and the second two were on the background of the case being discussed. I hoped to stress the reliability of the author as well as the importance of the event before the next member of my group, Shaina, discussed the actual article itself. My group chose to put a major emphasis on what was and was not being taught in schools regarding events that revolve around racial conflict such as this case. We discussed how we felt that our understanding of the way diversity was taught was white washed and sugar coated and no one in our group had even heard of Green v. New Kent before the reading. We chose to focus primarily on this theme because we guessed that this was an issue for many of our peers. Additionally, we discussed that it is salient to be aware of flaws such as this within the curriculum so we can have the chance to correct them as future teachers. Our ultimate goal was to spread awareness of the fact that there are likely gaps and biases within our understanding of our country’s history and to shed some light on this fascinating and important, yet overlooked, case.
To create this lesson, my group and I consulted many sources that helped grow our understanding of the article and develop problem solving ideas to correct this major problem as future teachers. We incorporated a myriad of sources including informational articles on the author, the event, and modern day connections. Here is our works cited:
“Achievement Gap Narrows as High School Graduation Rates for Minority Students Improve Faster than Rest of Nation.” Achievement Gap Narrows as High School Graduation Rates for Minority Students Improve Faster than Rest of Nation | U.S. Department of Education, 16 Mar. 2015, http://www.ed.gov/news/press-releases/achievement-gap-narrows-high-school-graduation-rates-minority-students-improve-faster-rest-nation.
The Century Foundation, et al. “The Benefits of Socioeconomically and Racially Integrated Schools and Classrooms.” The Century Foundation, 4 Mar. 2020, tcf.org/content/facts/the-benefits-of-socioeconomically-and-racially-integrated-schools-and-classrooms/?agreed=1.
“School Segregation Is Still A Thing, And You Won’t Believe How Common It Is.” Https://Www.benjerry.com, http://www.benjerry.com/whats-new/2016/school-segregation.
Dtrexel. “Stancil, William.” University of Minnesota Law School, 4 Sept. 2015, http://www.law.umn.edu/profiles/william-stancil.
Here is the link to our google slides presentation: https://docs.google.com/presentation/d/1EQwuk0wB009cEJ1rcTNCFi9esiGgr0_ch1778uvrIVI/edit#slide=id.p
The article “How School Choice Turns Education Into a Commodity” by Jason Blakely focuses a lot on neoliberalism within the school system. The article states that “The goal of neoliberalism is thereby to roll back the state, privatize public services, or (as in the case of vouchers) engineer forms of consumer choice and market discipline in the public sector.” It references how the school system needs to reorganize the public school system due to how corrupt it is. The current is set up in a way where many schools are unfairly defunded or closed. The current system is not productive in any way and this article demands change.
This article, “How School Choice Turns Education Into a Commodity” by Jason Blakely connects to a modern article titled “The Consequences of Neoliberalism in the Current Pandemic” which explores the ways in which Neoliberalism has negatively impacted our country today in Covid-19.
The abstract of this article states, “This article analyzes how the neoliberal policies, such as the politics of austerity (with considerable cuts to social policy expenditures including medical care and public health services) and the privatization of health services, imposed by many governments on both sides of the North Atlantic, considerably weakened the capacity of the response to the coronavirus pandemic in Italy, Spain, and the United States.” Essentially, neoliberalism, which has played a massive role in education over the course of our history as exposed in our assigned reading, has additionally thoroughly impacted other aspects of our world, such as coronavirus.
Neoliberalism has had a massive impact on our country. The article references that the growth in neoliberalism in our movement in our country has significantly reduced society’s capability to properly handle the pandemic. We see this through examples such as the cutting of public funds for services that guarantee the population’s well-being, such as medical care and public health service, similar to it affecting education. Most health care is private which has been further expanded according to the neoliberal ideology.
My article criticizes our country’s readiness to deal with the pandemic due to some of the neoliberalist policies currently being implemented. This is similar to the way in which the assigned reading exposes how neoliberalism contributes to the ineffectiveness and corruption within the school system. In addition, according to my article, conditions that favor a positive response to the pandemic when looking at the situation globally include: A strong and mature health and social systems, a comprehensive strategy for attacking the epidemic, the ability to detect infected individuals, and attend to those who have had or develop the disease, which involves ensuring that the health system maintains its capacity. This can easily be translated to education. To have an effective educational system, we need to be able to have a strong and mature school system, a comprehensive strategy for helping aid students, the ability to identify every student’s skills and levels of ability, and attend and give resources to those who need help, not just those who are succeeding.
We must direct help to those who need it, not just those who can afford it. Neoliberalism wants us to funnel money to the rich, who do not necessarily need the resources to combat corona rather than those who are suffering. Like I mentioned, this is similar to how “winning” schools are getting much more resources than “losing” schools.