# data[].attributes.headline
"The reality is that we privilege people who look and act like us, and perceive those who don't as different and, frequently, inferior." (p.19)

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"The reality is that we privilege people who look and act like us, and perceive those who don't as different and, frequently, inferior." (p.19)

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As a teacher candidate, I encounter a plethora of diversity in each of my placements. I rejoice in my students' differences, but not all teachers do. I have personally interacted with a teacher who spoke down about her students who were low achieving or culturally different from her. I put those two characteristics together because that's what she did. She attributed low achievement to their cultural background. On a side note, the students who shared her skin color and still scored poorly during assessment were rarely spoken about.

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“To be in touch with the community, one has to enter into the physical places where the students live, and work to be invited into the emotional-laden spaces the youth inhabit.” (p. 21)

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“To be in touch with the community, one has to enter into the physical places where the students live, and work to be invited into the emotional-laden spaces the youth inhabit.” (p. 21)

# data[].attributes.body
If a teacher is going to teach in an urban community … He/she is going to need to show a real effort to ensure that they experience the community in which they teach. This is where their students live - where they go to church, the local barber shop, and eventually they will understand who their students truly are. The connection I made with this quotation/picture combo was that it is substantially easier to form a bond with your students if you have a basic comprehension of their backgrounds.

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"Somehow, the stories about angry and violent urban youth who did not want to be in school and did not want to learn stripped them of their humanity, erasing the reality that they were just children on the first day of school." (p. 32)

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"Somehow, the stories about angry and violent urban youth who did not want to be in school and did not want to learn stripped them of their humanity, erasing the reality that they were just children on the first day of school." (p. 32)

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Students are children no matter the area they grew up in nor the school district in which they are placed. I was expecting to get a group of 5 year olds who were dreading school already! But, if there is one thing I have learned over the past few weeks of field, it's that you can never judge a book by its cover. Some of my kindergarten babies come from a rough side of town. I have heard rumors and stereotypes about them since we learned of our placements this semester. I chose not to humor such fear and ignorant ideas.

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"These spaces share rules of engagement and general norms and traditions that serve as powerful models for white folks who teach in the hood and can be used to transform the classroom." (p. 46)

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"These spaces share rules of engagement and general norms and traditions that serve as powerful models for white folks who teach in the hood and can be used to transform the classroom." (p. 46)

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The text shares a brief description of Pentecostal black churches in America. It states that when the preacher was talking, the congregation remained engaged in his sermon. Classrooms may be transformed when the teachers take the time to investigate and learn the beliefs, values, norms, and cultures of their students. Some of those behaviors and ideals may transfer over into the classroom and create a better sense of community.

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"It requires being a student of the ways pastor or congregants conduct a highly charged exchange, and not necessarily of the faith or the religious practices of the church members." (p. 50

# data[].attributes.subject
"It requires being a student of the ways pastor or congregants conduct a highly charged exchange, and not necessarily of the faith or the religious practices of the church members." (p. 50

# data[].attributes.body
This quotation/picture combo speaks to the previous block on the importance of experiencing your students' church interactions and norms. When the book says to emerge yourself in the community you teach in, it is not necessarily telling you to accept and believe the religious ideals that are taught in that place. It is merely urging all teachers to observe what is familiar to their students outside of school in order to conduct learning effectively while in school.