Class 9/3

Comments on class discussion:

1. On our Butler discussion: I haven't read any of her work, yet. However I had a thought about "gender performing" during our class discussion. If gender can be "performed," it is (or may be) transferable--across the sexes. One's sex (m/f) remains fixed, while her gender identification may fluctuate. This is nothing new...However our discussion encouraged me to realize that this "performing" could be an exercise in escaping the labels (mentioned in our brief discussion of Zygmunt), much the same as a high school student's nonconforming (or choosing NOT to consume that which she is "fed") leads to something other than life in "perpetual drudgery and a placid submission to monotonous routine." (Zygmunt, p. 54)

2. On Bourdieu's "social/cultural capital": The overview motivated me to think about teacher candidates' capital in the area of working with diverse learners. In the case of those who enter a program with little capital in that arena, what types of activities will increase their capital? Personal & meaningful contact with diverse groups? An exploration/realization of the teacher candidate's own cultural identities? Examining cultural studies, or LIVED EXPERIENCES, of the students with whom they will work?


Instructions for BlogList :

• ideas that intrigue me from Bauman's Consuming Life
  
• main questions
• what I relate to in reading
• how reading relates to my thoughts on education

On Bauman...:

1. I draw parallels between Bauman's consumers our schools' students. There are the knowledgeable, skilled consumers/students, those upon whom valued is placed, and those who are neglected or straight out rejected due to their assumed inherent worthlessness--they possess no capital. Regarding "a sieve-like contraption which primarily serves the task of flushing the undesirables away," (Bauman, p. 4) I think of some classrooms/schools. In particular how some students don't receive the attention that others--more attractive, of a particular ethnicity or talent, etc.--often do. These students are not only neglected, but their abilities and talents are often times neither addressed nor encouraged.

2. The concept of recreating oneself is interesting. Admission to the "social prizes they covet demands them to recast themselves as commodities:that is, as products capable of catching the attention and attracting demand and customers" (Bauman, p.6) reminds me of what I see when watching hip-hop videos, or at times, as I work with students. Individuals have to create a worth for themselves because society hasn't. The "transformation of consumers into commodities." (p.12) Those who would otherwise be invisible cannot remain "grey and flat." (p.12) Germaine Greer's proposal that "invisibility is tantamount to death" in this day and age support that desire to be "heard and seen" (Alan Jackson, Country Music singer, "Chasin' That Neon Rainbow") by so many in society, and in particular students with whom I've worked.

3. I embrace Ivan Klima's (p. 22) thoughts on love in respect to classroom application. Respect, understanding individuality, and "lasting mutual relationships" surely have a place --for students and teachers--in the school community...and in general. If the notion of a disposable society is at all a reality, educators/schools/communities need to ensure that relationships amongst stakeholders do not fall victim.

4. Maffesoli's "pointillisim" (p. 32) excites me! The potential for greatness to come to fruition in every second for each human being is very powerful. The implications for classroom teaching and learning are endless. The energy, interests, skills, and desire for growth need to be tapped and encouraged. Bauman's point that there is no telling when a revelation (birth) will occur reinforces that educators/adults/leaders need to invest in and incessantly work toward furthering the growth and development of our youth. We must refrain from abandoning/losing hope in those students who have experienced failure--once or repeatedly--and instead apply "greater skill and more dedication." (p.36)

5. Should schools provide their consumers/students with gratifying or satisfying experiences? Will students come back for more, or will they reach a point of saturation. It is difficult to fathom that students would be content with school (as the product) to a degree that they would no longer attend. Yet I see the need for schools to continually provide "new promises" (p.46) or to set high standards, provide experiences through which students can realize their potential and achieve their goals. Bauman states that "For expectations to be kept alive and for new hopes promptly to fill the void left by the hopes already discredited and discarded, the road from the shop to the garbage bin needs to be shortened and the passage made ever more swift." (p.48) I would add "and meaningful," with regard to one's educational journey.

6. Self-identity. Students/youth, as are consumers, continually attempt to create or assume identities. That which allows one to fit in/be noticed/be applauded will eventually become the product of choice. It would seem that a school community is the perfect place for a student make choices and explore options through studies, activities, and interactions. Hence, we need to focus on addressing both body and spirit (p. 54)--keeping students engaged, activated, and far from drudgery which may inhibit intellectual growth.

7. There seem to be clear parallels between society and schools with respect to creating tracks of desirables and non-desirables. What can be done to prevent this in our school systems...What is the role of teacher education programs in promoting less of a gap between the haves and have-nots? Unfortunately I don't think the majority of teachers would be on board. There is a reason the system has remained the way it is for so long. Would not providing better teacher/resources/experiences lead to a more level playing field in the post-secondary world. That's the point, and why CHANGE will be difficult. People don't want to--consciously or otherwise--share their piece of the pie.

8. Active participation=main virtue in a consumer society. Should be in schools and classrooms, as well. Cooperation, accomplishment forges bonds-->promote them in educational settings.

9. The similarities between a consumer society and a school society are abundant. Concepts such as "reference groups," approval/rejection, success/failure, and ultimate exclusion if one doesn't isn't recognized. The ideas of staying ahead, building capital to mobilize others (Mary Douglas), "falling to the wayside" which inevitably leads to exclusion and feelings of "personal inadequacy" (p. 82-83) are synonymous with experiences/struggles in a classroom or school environment.

10. Yes, Vincent de Gaulejac states, "since all people progress, he who stays put will be inevitably separated from the others by a growing gap." (p. 84). As educators we need to ensure that we don't permit stagnation, unless it is temporary, and perhaps required for further growth.

11. I wholeheartedly give two thumbs up for Baumans thoughts on freedom. The fact that "freedom is bound to bring untold risks of adventure flooding into a place vacated by the certainty of boredom." Regarding education, giving students freedom to explore themselves , others, new ideas and concepts, is a must. According to Freud, "civilization without coercion would be unthinkable." True, but at least in our schools systems we can attempt to exempt our students from this feature of society. (p.89) It is our responsibility--even if we must sacrifice in some way--to meet the moral obligation of supporting the children in and around our communities.

12. "Being 'born again' means that the previous birth(s), together with their consequences, has (have) been, for all practical intents and purposes, annulled. Can we facilitate the "rebirth" of those students who so desire it? Leave the past or whatever may be unpleasant--an inhibitor to growth--behind. Not forgotten, but shed so that new, preferential avenues are accessed. (p. 101)

13. In our instantaneous society, there is "instantaneous disconnection" (p.107). Educators need to forge "social bonds" and hone the "skills needed to tie them and service them." Let's ensure that students realize the human component in our society--the face-to-faces contact and relationships (potential) that can develop from them. Students need to see our vested interest in them )and our contact with them) and to know that it matters--for them & others if they drop out of society. We don't want our students to maneuver through life as one of Bauman's described members of the underclass.

14. I didn't attend the RNC, but this sure makes me think about it:
" In our time political speech and writing are largely the defence of the indefensible...political language-and with variations this is true of all political parties, from conservatives to anarchists-is designed to make lies sound truthful and murder respectable, and to give an appearance of solidity to pure wind."
-Geroge Orwell

15. "Collateral casualties" (p. 126)...I see a strong resemblance to these victims in a consumer society, and students coming from marginalized groups, in our society.

16. George Bateson. "Loss of the moral community ...combined with advanced technology" (128) is an undesirable situation. Since technological advancements aren't going away--grace a dieu--we need to work toward creating an environment in which people get to know people, with whom they can empathize, be supportive, and collaborate for future growth.

17. Let's get over the idea that the plight of the poor, or marginalized student is his/her own fault. We have communities which can either support or neglect these --and other--students and it is in our hands to ensure that the former is the approach taken. We can't fail, let alone stigmatize and exclude our students from that which will be necessary for them to progress in life. (p. 139)

18. The Swedish Social Democratic programme of 2004 is right on target.(p. 142) I won't repeat it here, but this should be part of our school systems' mission statements.

19. Tom DeLuca's thoughts on "political apathy" can be applied to apathy in schools. Students need to be engaged, and fully aware of their power and potential.

20. I really enjoyed reading this book for what I was able to take from it. That having been said, it was a TOUGH read.

Questions:
1. Are we preparing our students to be consumed? Should we? Or do we prepare them to promote themselves as they choose--having the freedom to pursue that which may make them more or less of a commodity? What does preparing students to be commodities entail. In not preparing them to be commodities are we shortchanging students, or doing them a favor?

2. Do what extent does "coercion" (p. 70) take place in schools? In an effort to change a status quo where their exist great inequities in education, must groups sacrifice while others benefit? Is it implicit in the culture of schools that there are at least two tracks: one that promotes success for all and another that represses some in attempt to maintain a status quo where not everyone has a voice? Are we sacrificing individual potential for the success of society? Is the system perpetuated in an attempt to "sustain the system of domination recognized as social order?"

3. Does our educational system create "swarms" vs. "groups," or does it allow for/promote unity? (p. 77)