Rolon-Dow is in a school with a mix
of teachers, some of which have made a connection with students and developed a
sense of care with students and some of which have not. Which is not to say that those who do not have
the ‘authentic care’ the girls desire are bad teachers (or good teachers), but
the students’ needs are not being met. So
are we saying ‘aesthetic care’ is not enough?
Or aesthetic care is not enough for minority students only?
Mr. Rosenfield certainly left a lot to
be desired in what was demonstrated in this paper of his teaching
practice. Rolon-Dow comments that ‘In his concern with the aesthetic dimensions
of teaching and
learning, he believed it was best to conduct his classroom as if it
existed in isolation from the homes and community of the students. Interpreting Mr. Rosenfield’s words and actions without examining the racial/ethnic
context in which they occurred or his racialized beliefs about that context
does not provide enough information to determine why students in his class such
as Yanira may have
felt uncared for.’ Yet she justifies
explaining his care as racist based on the school’s and communities negative
racial/ethnic characteristics. (p97) Was
he caring? Certainly not. Was it racist? I don’t think she can make that conclusion. Particularly if the author wants to conclude
that latinos are being racially discriminated against. All minorities are being uncared for here. The author's point is that caring and connections is a need that students have beyond the academics in the classroom, and she interviews latino girls to make this point.
I do agree with the statement that teachers need to become learners
in the communities that they teach in and connect with these communities and
consequently understand and connect with their students. ‘Educator’s efforts to critically care by
providing a racially conscious pedagogy should also lead to opportunities to
use the community as an extension of the classroom.’ (p106)
Hi Laura,
ReplyDeleteI like that you questioned the author, here. I, too, question Rolón-Dow's approach, though for different reasons.
I do think that Mr. Rosenfeld fell "de facto" into racialized thinking. But, to clarify, his thinking was "unintended," per the author's concession. Rolón-Dow, like all (?) of the assignments except Omi & Winant (the first article) adopt the "structural" definition of racism—i.e., prejudice as embedded in the culture. So, within that, I don't think Mr. Rosenfeld is completely free.
Regarding the binary of "aesthetic" vs. "authentic" care, I like how you have found a sub-textual question, here.
The author argues for "authentic" care while (interestingly as you point out) tacitly implying that those teachers who only provide "aesthetic" care are ineffective.
Great questions!
Oh! [Sales pitch, here]. Please join me @ rsouthern12.blogspot.com
Laura,
ReplyDeleteI also agree - it is important to find ways to connect with the cultures of your students and in turn the students themselves. There's something about this connection that can add value to their academic experience. Our converstaions and readings may be based around race and gender right now, but to be honest each student is seperate from another, so the challenge is to connect with them all. It may be more difficult to connect with those who's culture differs from one's own, but a teacher's effort and energy needs to be equally disperse to every student.
This week's reading seems to be ringing the get-to-know-your-students-bell once again. It's corny when we say "I've learned from them as much as they learn from me," but it is (or should be) accurate. I think Rolon-Dow made a caricature of Mr. Rosenfield. I'm beginning to think that he doesn't even exist (how could he?)!
ReplyDelete