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Christine Su_Reflection on Carl James Reading

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one page summary about article (James)_20211201133414

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One of the group members grew up in the Jane and Sheppard area and the conversation we had was that there are so many negative stereotypes that are portrayed against the areas of Jane and Sheppard and Jane and Finch. These stereotypes showcase the bad but don’t showcase any of the good, which gives people the impression that these areas are no good. If there were more community events being broadcasted these reflections on these areas would change and possibly represent that these areas are good, which is the case.

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community notes - Life at the Intersection

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Angel Love_EDPR 1000, December 1st Homework

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One theme we all observed was the need for change in classroom. We all recognized how important it is that teachers address their biases and address social justice issues in there classes. This relates things we are learning in the teachers education program as many of our courses are focusing on how we can make our teaching subjects more social justice oriented and how to make the classroom as safe environment to talk about these topics.

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Group 1: Julia van der Sluis, Casey Hodnett, Angel Love

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Group 1: Julia van der Sluis, Casey Hodnett, Angel Love

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The conversations we have had in our courses about community building and recognizing our own biases aligns with the theory about community in James' article. A quote that stands out in the article talks about how, "we could live here, but not be schooled here" (p.121), which adheres to how Jane and Finch is an area that is segregated systematically.-Julia

Kulsoom Anwer shares experiences from growing up in the Jane and Finch area in the start of this article chapter; he  goes on to recognize the systemic privilege in their upbringing: “I came to school with the middle-class literacy practices my mother brought over from her life in Pakistan, which ensured I would be successful in this system.” (117); literacy is a Westernized concentration, and it is rooted in a colonial perspective, which is why many immigrants struggle in the Canadian system that works against diverse literacy. Our classes have discussed the importance of recognizing privilege, in addition to ways we can work toward mindful and inclusive pedagogy, while giving the space for students to be represented and advocated for.
-angel

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Anthony Kosick, Christine Su, Justin Williams

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Anthony Kosick, Christine Su, Justin Williams

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From Kulsoom Anwer, we had a takeaway that media cannot give an accurate assessment of a community. Their lens is that of an outside perspective, which cannot appreciate the nuances present that make a community what it is. This, in conjunction with streaming programs in schools and a lack of discussion surrounding colonialism and anti-racism can make a negative feedback loop in the form of a self-fulfilling prophecy for a community and those who live and learn within it.

From Samuel Tecle, the takeaway is that community can be dominated by simple narratives and perceptions that can leak into those who live in the community. It impacts the conceptions, biases and prejudice of teachers who work with students coming from the Jane and Finch area, showing a deficit model of teaching. It was also interesting and upsetting at the tokenistic support for Sam’s poem on Jane and Finch. The rhetoric that he was successful because he left was frustrating due to the implied nature that he would not have succeeded if he had stayed in his home community.

The last takeaway is that lives in schools are products of interaction and influence between parents, teachers, peers, and significant others. We need to do better to not neglect areas like Jane and Finch under the guise of Eurocentric ways of being and ways of achievement. Schooling in these neighborhoods should not be based around “getting out”. As educators, we need to focus on collaboration and partnership between teachers, administration, students, parents, and the community to create reflective solutions for ALL communities.

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Observations from my Courses and Carl James

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Once we started talking, we realized we both highlighted the same quote, "A collaboration / partnership between youth, parents, community members, and
educators is needed to come up with a clear mission to do whatever is necessary to improve the quality of education for ALL students in the system".
This reminds us of content we learned in our “Inclusion, Disabilities and Education” course around how all children should be treated equally, and should have equal access to good, quality education. Also, we found another quote that we agreed on, "the curriculum needs to be inclusive of the diverse experiences of the students to make learning community-based and culturally relevant to them."