“Out of the huts of history's shame…I rise
Up from a past that's rooted in pain…I rise
I'm a black ocean, leaping and wide,
Welling and swelling I bear in the tide.
Leaving behind nights of terror and fear…I rise
Into a daybreak that's wondrously clear…I rise
Bringing the gifts that my ancestors gave,
I am the dream and the hope of the slave.
I rise…I rise…I rise”
Maya Angelou “Still I Rise”
I recently received a friend request on the popular networking site, Myspace.com. So many people are apart of this network, that I never screen my friend request, I always accept everyone as a friend. I accepted this person without thinking twice about it and not even looking at his picture. Some days later this person left me a message about “the old days,” however, I still did not know who it was. Eventually, I got around to looking at his page and realized it was a friend with whom I had gone to elementary school and middle school. I had not seen "C" since we had gone to different high schools. I was glad to see that he had also gone to college and traveled far outside of North Philadelphia/Philadelphia. Many of our classmates did not have the same fortunate pathways as "C" and I. If they are still alive, they have children, did not complete high school, or are/have been incarcerated.
“I am the dream and hope” of my African Ancestry, of the enslaved Africans, of the southern sharecroppers, of the streets of North Philadelphia, of my public school education, and of my family. All these factors have played a role in who I have become today and the person I will eventually evolve into. This portion of Maya Angelou’s poem reminded me of my recent reconnection with my “old” friend, "C". We have surpassed what was expected of us as Black children from North Philadelphia and as products of the Philadelphia Public School System.
I view myself as a multicultural being, not because I am a woman of African descent, which is thought to be an automatic descriptor of multiculturalism, but because of my experiences, relationships, and involvement with different people and groups. I view multiculturalism as a factor of what we do, which makes us who we are. The things that I have done and have been apart of has molded me into the multicultural being that I am today.
My identification as a Black Baptist, a singer and lover of music, a Spelman Woman, a University of Pennsylvania Graduate Student of Education, among many other things have made significant contributions to who I am. I identify as a Black Baptist and not a Baptist because there are significant differences and traditions that are apart of “the Black church” that are not apart of other churches or religious institutions. For example, my love of music and singing began in church. The music of the Black church plays a significant role in the service and in the life of people apart of the church. My identification as a member of the Black Baptist culture, has lead to my identification as a member of the gospel music culture, which has expanded my interest in all types of music such as jazz, r&b, ragtime, swing, neosoul, rap, of which all can be traced back to gospel music and other church music.
I also identify myself as a Spelman woman. For four years I attended Spelman College in Atlanta, Georgia. This one experience has probably had one of the greatest impacts on my life. During the four years I was at Spelman, I was exposed to so many new and different things both inside and outside of the classroom. I feel like I became my own person, with my own ideas and perspectives that I did not mind sharing with others even when my beliefs were unpopular. While at Spelman, I was able to explore new parts of myself and new lifestyles that my family, my friends, my church, and my home-culture, did not allow me to explore when I was in that environment. As a result of removing myself from those things, I was truly able to figure out who I am, what I like, how I like it, and what I want to do.
When I finished Spelman in May 2006, I came back to my family, my church, and my home-culture, of which all have remained the same. Who I am now, is a different person than who I was then, which has created some dissonance; however, in dealing with this dissonance, I feel like I have become a member of a new culture: the learning to cope with “change” and difference after returning home from college culture.
The newest culture I have joined has been the University of Pennsylvania Graduate Students of Education culture. When I joined this culture I thanked my parents and my professors at Spelman for making me the person I am with the knowledge I have, because it has come in handy. I am often the only person of color in my classes, which often means that I am the only one with a certain ideology or practice. Despite my underrepresentation on this campus and in my classes, I still feel the need to assert who I am and make my voice known. Similarly, my classmates often present view points that I have never considered and in being who I am, I think it is only right for me to listen to and respect their opinions, but interject when their perspectives marginalize others.
Who am I? I am the dream and hope of all who have come before me and who have come from the same place I have come from. I have worked to carry out the great legacy of my African Ancestors. I have worked to carryout “the dreams and hopes” of enslaved Africans, southern sharecroppers, and Civil Rights leaders who worked towards paving a road of equality and equity. I come from the streets of North Philadelphia and am a product of a public school education, but I have not let these stereotypical circumstances determine all that I am. I have sort out more experiences and lifestyles which has lead me to who I am, this multicultural being.
Spelman Alum Sponsored College Tour
All the Beautiful Young Women!
Saturday, February 24, 2007
My Portfolio is in the Ebryotic Stage...
The final component to my Master's program is not a thesis paper, but a comprehensive portfolio of my professional and educational experience as it relates to the Reading, Writing, and Literacy program. For me, the central component of my experience relates to change...how my views about theory and practice has changed, my ideas and perceptions about people, issues, and other things relating to education has changed, and ultimately, how I have changed...
These past two weeks have been like a brilliant brain breakthrough (see that alliteration) for me. Well, as I think about it, it's not really a breakthrough, because my practicum has been very influential, class discussions, conversations, etc, but maybe this is my "ah ha" moment... All these small things began to take shape after I reflected on my time at the conference on higher education, then I came across a concept in one of my course readings, and finally, GSE's 28th Ethnography Forum that took place this weekend was the pinnacle.
There were 3 key conversations that really had an impact on my pondering of education as it relates to "parallel cultures" (Virginia Hamilton's more accurate way of referring to "minorities"): The Ethnography of Misery: Teaching and Learning in the Midst of Suffering (Ladson-Billings), Do You Really Know Me?: Understanding the Issues Affecting African American Males, and What am I Supposed to Do With This?: White Student-Teachers' Responses to Black Students' Accusations of Racism.
My brain started cooking when Ladson-Billings discussed the pain or misery that we as individuals, families, communities, whole ethnic groups, and societies face. She correlated this "misery" to the struggle of students and teachers...before we as teachers can reach students and before students are able to be open to learning, we not only have to get to the core of their misery, but we must also understand and address our own misery. For example, you cannot expect a student to come to school and be prepared to learn if mommy never came home last night, or if daddy went to jail.
The next session I attended, which was a panel discussion with about 5 people who research(ed) issues affecting African American Males. This session posed the question: Do You Really Know Me? In order to reach our students, we must know them. Knowing them extends beyond knowing them as learners or students, but as individuals and people of society...knowing their misery. However, one of the presented highlighted the importance of knowing one's self as the primary prerequisite for knowing one's students. If you don't know who you are, as a person, as a member or your own cultural background and society, as a person of your gender, as a teacher, as a learner, etc...there is no way for you to know your students. This conversation has prompted me to go back and review my "Who Am I?" paper, because that was my way of getting to the core of my "evolving self".
In another session I attended two individuals presented their research findings on the issue of how White student-teachers deal with or respond to Black students accusations of racism. They presented their findings across a continuum - at one end there were the preservice teachers who were completely open to hearing and responding to students in responsive manners while at the other end were the preservice teachers who dismissed students' concerns and were completely close-minded. The fact of the matter is that students want and need to talk about race, among other taboo issues that schools seem to omit (class, SES, poverty, etc.), which leads back to the ethnography of misery and knowing yourself and your students...
These past two weeks have been like a brilliant brain breakthrough (see that alliteration) for me. Well, as I think about it, it's not really a breakthrough, because my practicum has been very influential, class discussions, conversations, etc, but maybe this is my "ah ha" moment... All these small things began to take shape after I reflected on my time at the conference on higher education, then I came across a concept in one of my course readings, and finally, GSE's 28th Ethnography Forum that took place this weekend was the pinnacle.
There were 3 key conversations that really had an impact on my pondering of education as it relates to "parallel cultures" (Virginia Hamilton's more accurate way of referring to "minorities"): The Ethnography of Misery: Teaching and Learning in the Midst of Suffering (Ladson-Billings), Do You Really Know Me?: Understanding the Issues Affecting African American Males, and What am I Supposed to Do With This?: White Student-Teachers' Responses to Black Students' Accusations of Racism.
My brain started cooking when Ladson-Billings discussed the pain or misery that we as individuals, families, communities, whole ethnic groups, and societies face. She correlated this "misery" to the struggle of students and teachers...before we as teachers can reach students and before students are able to be open to learning, we not only have to get to the core of their misery, but we must also understand and address our own misery. For example, you cannot expect a student to come to school and be prepared to learn if mommy never came home last night, or if daddy went to jail.
The next session I attended, which was a panel discussion with about 5 people who research(ed) issues affecting African American Males. This session posed the question: Do You Really Know Me? In order to reach our students, we must know them. Knowing them extends beyond knowing them as learners or students, but as individuals and people of society...knowing their misery. However, one of the presented highlighted the importance of knowing one's self as the primary prerequisite for knowing one's students. If you don't know who you are, as a person, as a member or your own cultural background and society, as a person of your gender, as a teacher, as a learner, etc...there is no way for you to know your students. This conversation has prompted me to go back and review my "Who Am I?" paper, because that was my way of getting to the core of my "evolving self".
In another session I attended two individuals presented their research findings on the issue of how White student-teachers deal with or respond to Black students accusations of racism. They presented their findings across a continuum - at one end there were the preservice teachers who were completely open to hearing and responding to students in responsive manners while at the other end were the preservice teachers who dismissed students' concerns and were completely close-minded. The fact of the matter is that students want and need to talk about race, among other taboo issues that schools seem to omit (class, SES, poverty, etc.), which leads back to the ethnography of misery and knowing yourself and your students...
Saturday, February 17, 2007
Fattah Conference on Higher Education
If you are interested in graduate and professional school...
If you want to network...
If you want scholarships....
If you want to know how to pay for school...
Come to the last day of the Fattah Conference. Tomorrow is dedicated to these four things. There will be a session on paying for school, a graduate fair, and an opportunity to network. The sessions begin at 8am and go until about 2pm. The conference is held at the Sheraton Hotel at 17th and Race.
If you want to network...
If you want scholarships....
If you want to know how to pay for school...
Come to the last day of the Fattah Conference. Tomorrow is dedicated to these four things. There will be a session on paying for school, a graduate fair, and an opportunity to network. The sessions begin at 8am and go until about 2pm. The conference is held at the Sheraton Hotel at 17th and Race.
Thursday, February 15, 2007
The End of the Week!
WHEW!
I am done with classes for the week! I don't know if you guys are aware of this or not: there are no graduate education classes scheduled on Fridays! Fridays are generally free of instructional classes. My weeks are filled on-site training, readings, assignments, and of course, 2 hour classes, so when I get to the end of the week, I AM EXCITED!
Although I am not completely free from the world of academia on Friday, it is still a more relaxing day than the other days of the week. On Fridays students usually schedule group meetings, hold special class sessions, or even just come to use GSE's resources. A typical Friday for me usually begins with a campus tour. As an admissions GA, I have the pleasure of meeting perspective students that are interested in one of GSE's programs. I meet up with the student and give them a walking tour of the "main parts" or most busy parts of Penn's campus. We tour the main walkway through campus - Locust Walk- resource places that most grad/professional students find helpful - student centers, libraries, bookstores, etc. Our tour usually concludes with lunch at Cosi's (www.getcosi.com) LOL. Most perspective students usually find this helpful, because they get the opportunity to view Penn through the eyes of a current student. I always make an attempt to continue the connections I make with perspective students. Every so often I email the students to see how they are doing and to make sure they are staying on top of the application process.
I hope these blogs are doing you guys some good. If not, tell us what to write about and let us know what you want to hear.
:)
I am done with classes for the week! I don't know if you guys are aware of this or not: there are no graduate education classes scheduled on Fridays! Fridays are generally free of instructional classes. My weeks are filled on-site training, readings, assignments, and of course, 2 hour classes, so when I get to the end of the week, I AM EXCITED!
Although I am not completely free from the world of academia on Friday, it is still a more relaxing day than the other days of the week. On Fridays students usually schedule group meetings, hold special class sessions, or even just come to use GSE's resources. A typical Friday for me usually begins with a campus tour. As an admissions GA, I have the pleasure of meeting perspective students that are interested in one of GSE's programs. I meet up with the student and give them a walking tour of the "main parts" or most busy parts of Penn's campus. We tour the main walkway through campus - Locust Walk- resource places that most grad/professional students find helpful - student centers, libraries, bookstores, etc. Our tour usually concludes with lunch at Cosi's (www.getcosi.com) LOL. Most perspective students usually find this helpful, because they get the opportunity to view Penn through the eyes of a current student. I always make an attempt to continue the connections I make with perspective students. Every so often I email the students to see how they are doing and to make sure they are staying on top of the application process.
I hope these blogs are doing you guys some good. If not, tell us what to write about and let us know what you want to hear.
:)
Tuesday, February 6, 2007
“You Have to Live in Somebody Else's Country to Understand”
This is the poem I mentioned in my previous post...
“You Have to Live in Somebody Else's Country to Understand” by Noy Chou
What is it like to be an outsider? What is it like to sit in the class where everyone has blond hair and you have black hair? What is it like when the teacher says, "Whoever wasn't born here raise your hand." And you are the only one. Then, when you raise your hand, everybody looks at you and makes fun of you. You have to live in somebody else's country to understand. What is it like when the teacher treats you like you've been here all your life? What is it like when the teacher speaks too fast and you are the only one who can't understand what he or she is saving, and you try to tell him or her to slow down. Then when you do, everybody says, "If you don't understand, go to a lower class or get lost." You have to live in somebody else's country to understand. What is it like when you are an opposite? When you wear the clothes of your country and they think you are crazy to wear these clothes and you think they are pretty. You have to live in somebody else's country to understand. What is it like when you are always a loser. What is it like when somebody bothers you when you do nothing to them? You tell them to stop but they tell you that they didn't do anything to you. Then, when they keep doing it until you can't stand it any longer, you go up to the teacher and tell him or her to tell them to stop bothering you. They say that they didn't do anything to bother you. Then the teacher asks the person sitting next to you. He says, "Yes, she didn't do anything to her" and you have no witness to turn to. So the teacher thinks you are a liar. You have to live in somebody else's country to understand. What is it like when you try to talk and you don't pronounce the words right? They don't understand you. They laugh at you but you don't know that they are laughing at you, and you start to laugh with them. They say, "Are you crazy, laughing at yourself? Go get lost, girl." You have to live in somebody else's country without a language to understand. What is it like when you walk in the street and everybody turns around to look at you and you don't know that they are looking at you. Then, when you find out, you want to hide your face but you don't know where to hide because they are everywhere. You have to live in somebody else's country to feel it.
Published in 1986 by the Anti-Defamation League for the "A World of Difference" project.
“You Have to Live in Somebody Else's Country to Understand” by Noy Chou
What is it like to be an outsider? What is it like to sit in the class where everyone has blond hair and you have black hair? What is it like when the teacher says, "Whoever wasn't born here raise your hand." And you are the only one. Then, when you raise your hand, everybody looks at you and makes fun of you. You have to live in somebody else's country to understand. What is it like when the teacher treats you like you've been here all your life? What is it like when the teacher speaks too fast and you are the only one who can't understand what he or she is saving, and you try to tell him or her to slow down. Then when you do, everybody says, "If you don't understand, go to a lower class or get lost." You have to live in somebody else's country to understand. What is it like when you are an opposite? When you wear the clothes of your country and they think you are crazy to wear these clothes and you think they are pretty. You have to live in somebody else's country to understand. What is it like when you are always a loser. What is it like when somebody bothers you when you do nothing to them? You tell them to stop but they tell you that they didn't do anything to you. Then, when they keep doing it until you can't stand it any longer, you go up to the teacher and tell him or her to tell them to stop bothering you. They say that they didn't do anything to bother you. Then the teacher asks the person sitting next to you. He says, "Yes, she didn't do anything to her" and you have no witness to turn to. So the teacher thinks you are a liar. You have to live in somebody else's country to understand. What is it like when you try to talk and you don't pronounce the words right? They don't understand you. They laugh at you but you don't know that they are laughing at you, and you start to laugh with them. They say, "Are you crazy, laughing at yourself? Go get lost, girl." You have to live in somebody else's country without a language to understand. What is it like when you walk in the street and everybody turns around to look at you and you don't know that they are looking at you. Then, when you find out, you want to hide your face but you don't know where to hide because they are everywhere. You have to live in somebody else's country to feel it.
Published in 1986 by the Anti-Defamation League for the "A World of Difference" project.
Happy First Week of February...
As the Diversity Fellow for GSE I get to do a lot of exciting things around diversity. One of the big events that we are in the process of getting together is a Diversity Weekend for GSE. I don't know if I am at liberty to go into detail about this event so I will just say how I feel about it...
I enjoy brainstorming ideas and planning for this event, sometimes more than my coursework. My experience as a Spelman student and now as a Penn student is helping me to see some of the things that Penn needs in order to appeal or make the transition more comfortable for students who may not be well represented at Penn and at GSE. By being in a position to facilitate some of the conversations and experiences to make others aware of this difference and help others negotiate this difference, I feel like I am doing something valuable and worthwhile for students on both ends of the spectrum. I also feel confident in my ability to be in this position and manage it well, with the help of others, because this is something that I have experienced firsthand, on many occasions.
Tonight in my Multicultural Literature class we began by reading a poem entitled “You Have to Live in Somebody Else's Country to Understand.” Upon reading this poem I immediately related it to my experience as a "minority" (I do not like using this word, but I can't think of anything else right now) at Penn. I have been in this situation before, but the differences are so pronounced when coming from four years after being at an HBCU. I'm sure that everybody has had an "outsider" experience before, and have known the uncomfortable nature of this experience...now, I ask you to picture your outsider experience in an educational setting, where you are trying to learn. Is not very easy...
I enjoy brainstorming ideas and planning for this event, sometimes more than my coursework. My experience as a Spelman student and now as a Penn student is helping me to see some of the things that Penn needs in order to appeal or make the transition more comfortable for students who may not be well represented at Penn and at GSE. By being in a position to facilitate some of the conversations and experiences to make others aware of this difference and help others negotiate this difference, I feel like I am doing something valuable and worthwhile for students on both ends of the spectrum. I also feel confident in my ability to be in this position and manage it well, with the help of others, because this is something that I have experienced firsthand, on many occasions.
Tonight in my Multicultural Literature class we began by reading a poem entitled “You Have to Live in Somebody Else's Country to Understand.” Upon reading this poem I immediately related it to my experience as a "minority" (I do not like using this word, but I can't think of anything else right now) at Penn. I have been in this situation before, but the differences are so pronounced when coming from four years after being at an HBCU. I'm sure that everybody has had an "outsider" experience before, and have known the uncomfortable nature of this experience...now, I ask you to picture your outsider experience in an educational setting, where you are trying to learn. Is not very easy...
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