For these sections of Rose, I want to connect back to what we talked about on Thursday (11 February 2021). Here, repeated for easy access, are the big takeaways I put together--and that many of you also wrote about in the last discussion board post--from the first part of Rose.
1. We profoundly misunderstand what “remedial” means—or what a deficit looks like. And, connected to this, we profoundly misunderstand the role error plays in learning--we despise error rather than cultivate it as a tool for learning in the classroom. This is true about a general public. This is true about the US historically. This is true for many of us who teach in classrooms.
2. We profoundly under-understand the role poverty plays in depriving students of a good education. It is not just a poverty that means you go to a bad school. It also means that you have nothing around you that inspires a passion in you.
3. A humane liberal education, as espoused by the McFarlands of the world is less about content as it is about the process of engagement. It is authentic reading and authentic discussion that creates the file in Rose and the other students in his classroom.
4. Inspiration does not trump academic preparation. When Rose gets to Loyola, he does not have the academic skills to manage this new landscape. This is not to be confused with intelligence. And this is related to what I want to say next:
5. We have profoundly useless measurements of whether a student is a thoughtful, capable thinker (not intelligent—a totally different thing and not just a good student; you can be absolutely a dumbo and do well in school).
6. Students are not the only people at fault for their lack of success. This connects to many things that we are seeing here. Poverty of home life and educational
7. Access—who gets to go to the good school; who gets internet; who gets to be in a pod; who has someone who is not a working parent able to help them with their work; who has art, music, gym, recess; who has computers (at home and in school).
8. Teaching is a powerful thing.
9. Educating in a democracy is hard and joyous at the same time
WHAT TO POST: Select one or two of the above points and identify places in these chapters that add too, develop, restate, grow the idea. Roughly 200-300 words.
RESPONSE REQUIREMENT: Read your colleague's responses and select one person who wrote about one of the nine things on the list above that YOU DIDN'T write about. Then identify another place in the text that you see as related to their point in some way. Roughly 100 words.