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It’s the sociopolitical context not a culture of poverty.

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  Hammond is brilliant and concise in her writing on culture and the sociopolitical context. She does not hand us a how-to guide by culture or promote a simplistic interpretation of one’s values and behaviors. Hammond names one such person, Ruby Payne, who perpetuates the myth of a culture of poverty in the communities that hire her and purchase her self-published books. I believe that Hammond refers to the experience that she had in a seminar to give the reader background on ill-conceived approaches to diversity in schools.   To focus on Hammond’s awareness of culture, she outlines surface culture, shallow culture, and deep culture. We need to be cautious around surface culture interpreted as a “low emotional charge” (p. 22).   I have been part of class discussions around a Muslim student’s hijab or a Sikh student’s head covering.   (note DHS website https://www.dhs.gov/sites/default/files/publications/CRCL_SikhHeadCoveringPoster_2005.pdf ) In the classroom, we have age appropriat
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EDUC 300 Telling on History (Hammond, 2017 introduction)

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  August 25, 2021 Historicize means to put something in the larger context of history.  In the introduction of CRT&B, Hammond shares about growing up in her family, schooling, and the community in light of larger events.  For instance, she tells us that her grandparents moved to their neighborhood, "at the tail end of the Great Black Migration".   My own great-grandparents moved during distinct waves of migration from Europe and the Middle East.  Another example is when my parents divorced and I was in elementary school. It was during a larger wave of single parent households in the 1970's, and teachers didn't know how to respond. At the time, I did not think of this, but now I can critically reflect on my life and society. Hammond explains how her family experienced systemic racism in their access to housing, schooling, and community resources. She gained access to a well-resourced school because her mother used the grandparents’ address. Her quote from P
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EDUC 325 Intro Class: Let Them Dance

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       There two distinct topics  from Tovani and ILA.   As teachers, we interact with adolescents on a daily basis. This is a time in their lives when their physical, emotional, and social development is in constant flux.   From ED 208, I remember a variety of  developmental issues discussed across the chapters.   There are so many, but if I look back, I can put this in the context of my discipline. Emotions and self-efficacy will determine how a students respond to challenges. In high school, I hid behind “being a girl” from doing upper level math, so the teacher let me decorate bulletin boards instead of assignments (this was before learning standards).       First, I want to share my interpretation of a discipline compared to a content area.   ILA (2017), states, “they are not mutually exclusive approaches to literacy instruction,” (p. 5).   A content area is like a field or generalization.   I can take a general approach to reading a history text based on organization, and spe
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