Professional Documents
Culture Documents
1. Should McGrath have interrupted George despite her own rule? Why
or why not? If she had decided to interrupt his reading, how might
she have addressed his anti-Muslim sentiments in an effective way?
I dont believe she should have interrupted, but I do think she should
have immediately addressed his sentiments, instead of pausing or
waiting. I think in order to address these sentiments, she could have
made correlations between Islam and Christianity, explaining how the
two are similar, or even by opening the question up to the classroom
and exploring the implications of a set religion in the United states. By
addressing how the Constitution specifically says this is not allowed is
a powerful statement against George, without outright stating he is
wrong or shutting him down.
2. Ms. McGrath had developed a reputation for being balanced on
controversial issues, which is part of what allowed her to continue to
engage students around those issues despite the occasional
complaint. What was her responsibility in this scenario? Should she
have taken a stand against Georges prejudice? Why or why not?
I believe she has a responsibility to develop her students
understanding of Islam in a way that might change their opinions, and
protect the other students from discrimination. Most students know
very little of other religions, so I think taking the time to explain and
even allowing them to explore the similarities could change a lot of
heated opinions. I dont think she should take an outright stance
against George, but instead, use her own knowledge and neutrality to
expand the understandings of her students.
3. What are the implication of how Ms. McGrath responds to Georges
reading for Hasina and Essam? What are the implications for other
students?
The implications for her Muslim students, should she not respond or
protect them, could be that they now feel uncomfortable in her
classroom, or unprotected. Additionally, it could stem to discrimination
outside of her classroom. The implications for others could be that,
given she does not respond, they come to accept that discriminatory
views and sometimes hurtful opinions are allowed. If she responds in a
positive manner, students might have new views about each other and
the cultural differences that make us unique.
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2) The answers to the end of case questions are complete, thoughtful,
presented in detail, and clearly pull from and refer to the Equity
Literacy Analysis Worksheet.
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1. What advice would you have given Ms. Sutter when she
was deciding what students should be permitted to
participate in the club?
a. I believe if she felt strongly about including students of all
ages, she should have followed through with this. Her
program seems to be positively influencing the students
involved in it, and could be considered even more
beneficial as students approach high-school age.
2. Ms. Sutter heard from multiple people, including Mr.
Stein, that it was unnecessary to discuss post-secondary
options with her students. To what extent, if at all, do you
agree with this statement?
a. Although sixth grade does seem a bit young, if kids
understand the high expectations they can set for
themselves, and give themselves goals to meet, I think it
keeps them on track as they move into the age that will
really influence these decisions. I dont think it ever hurts
to help your children, at any age, set goals for themselves.
3. Mr. Stein expressed his concern about Ms. Sutter creating
false excitement about a prestigious university. How
would you have responded to Mr. Steins comments?
a. I would respond that attitudes like his are the reason
children often think college is an unattainable goal, and
that people like him looking down a=on first generation
students is often what cuts their goals short of achieving
them. Instead, a good teacher, professor, and educator is
someone who helps push students to obtain high goals and
interests them from an early age on.
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1. How might Ms. Kohl have prepared her students for the
language in Huckleberry Finn? Should she have done so
before they began reading the novel?
a. I think she should have prepared them in advance. Some
curse words have derogatory meanings, but in this
scenario, these kinds of words have racial connotations
that refers to a history of mistreatment and discrimination.
Despite the leaps and bounds that US society has made,
racial tension still exist and warning your students in
advance of the power of these words is important.
2. Should teachers assign readings that use the n-word or
other derogatory language with such a painful history?
a. I think these kind of texts can be important and powerful,
but should be given with the wisdom that they are hurtful
worlds and should be, in almost all scenarios, preceded by
a conversation about the weight of words.
3. Should Samuel be punished for his outburst and for walking out
of the classroom the same way another student would have if it
had happened on another day for another reason?
a. In this scenario, I dont believe he should be punished. He
was clearly uncomfortable and put into that situation by
the negligence of his teacher, who decided that a real
response to these words was the intention. Unfortunately,
with real, raw emotional responses comes the ability to be
hurt, saddened, or angered, just as Samuel was. By not
preparing the class in advance, Ms. Kohl could not be sure
what the reactions of her students would be, and in this
scenario, made one very upset and uncomfortable, and
understandably so.
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