Week 3, Chapter 1 - Vocabulary/Concept Vitalizer - Elizabeth
“banking education”: Freire’s theory that knowledge is simply ‘deposited’ into students who are thought of as empty receptacles; a passive learning process (pg. 3) – vs. “Constructivism” – active learning; students “make” their own meaning; “best practice” (pg. 3)
“habits of mind”: Meier’s term for critical thinking and learning; active participation in and responsibility for one’s learning (pg. 5) – Minority groups typically thought NOT to possess abilities required
cultural capital: Bourdieu’s term for the knowledge and experience that children from socially and culturally dominant groups enter the school system that has historically placed them at an advantage over students from groups that are deemed socially and culturally inferior (pg. 6) – Perpetuates notion that minority students are lesser students
jíbaros: greenhorns (slang term for immigrant; gullible) or peasants newly arrived from Puerto Rico (pg. 7, www.dictionary.com) – from Nieto’s personal experiences with oral tradition and (early) literacy
tabula rasa: “blank slate;” a biased view pertaining to a belief that students from socially and culturally inferior groups arrive to education with no knowledge or experience (pg. 8) – Same implications as cultural capital (above)
I like how the terms banking education and constuctivism are paired together. Students are going to come into the classroom with some background knowledge on a variety of different subjects. We as teachers are going to add additional information to the already pre-exisiting knowledge to enhance the understanding and knowledge of the students. I would have to agree that students are constructivist learners and that they are constantly emerging as learners.
ReplyDeleteShawne Murphy
Cultural Capital is a huge reason why many schools lack commitment to reach out to a more multicultural education. Before students are even put into the school system they are already "placed" into a category based on their historical background, which is centered around social and cultural values. These categories have affected expectations and the overall curriculum for the given student. Without understanding the student and where they are coming from it is damaging for any student to have false assumption. These preconceived notions directed towards their personal capabilities in the classroom and community is altering their potential learning outcome.
ReplyDeleteChristina Trovato
@Chrissy: It is these "placements" of students into categories that leads many professionals (teachers, administrators, service providers, etc.) to perpetuate prejudice towards students that are not like themselves. Students then internalize that they are viewed by their "otherness," which further supports a viscous cycle. - Elizabeth
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