missing girl, since christmas, bronx, new york - 149th street, Grand Concourse

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missing girl, since christmas, bronx, new york - 149th street, Grand Concourse

Dr. Joy DeGruy Leary- Post Traumatic Slave Syndrome (1/19)

Dr. Joy DeGruy Leary- Post Traumatic Slave Syndrome (1/19)

Leary, who teaches social work at Portland State University, traces the way that both overt and subtle forms of racism have damaged the collective African-American psyche—harm manifested through poor mental and physical health, family and relationship dysfunction, and self-destructive impulses.

Acting White Acting Black

I have been accused by my peers, on more than one occasion, during my time in elementary school (P.S. 138) and middle school (I.S. 131) in the Bronx.

Acting white means to do well in school; and although it was never verbalized this had to mean that acting black meant doing badly in school.

I was threatened by a white teacher in my elementary school for having a "look" on my face after finishing an assignment earlier than the rest of the class.

I loved most of my teachers. I enjoyed and loved school. Yet I was, not the norm. But my path was far from straight, especially after the breakdown of my immediate family situation (another story). I did not go on directly to a higher educational institution. Rather, my educational development grew outside the system thanks to non-mainstream independent media sources and iconoclastic controversial thinkers.

Discrimination and disparity will continue to exist in our schools until America finds a way to honestly come to terms with it's horrific past. Hopefully, having an African American president will help this happen sooner rather than later.

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Dr Joy De Gruy pt1
http://www.youtube.com/watch?v=5PvRUz2ILXQ


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Dr Joy De Gruy pt2
http://www.youtube.com/watch?v=gxca_Fwgmeo


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Dr Joy De Gruy pt3
http://www.youtube.com/watch?v=4BEO-A4XU68


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Dr Joy De Gruy pt4
http://www.youtube.com/watch?v=CrtV_AuoZX0


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Dr Joy De Gruy pt5
http://www.youtube.com/watch?v=AneqOmFcuO0


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More Joy 1 of5
http://www.youtube.com/watch?v=pfTDlCNrtDY


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More Joy 2 of5
http://www.youtube.com/watch?v=wBziM49FqxM


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More Joy 3 of5
http://www.youtube.com/watch?v=tnsHtbx8V3g


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More Joy 4 of5
http://www.youtube.com/watch?v=JCZrzJ0NChw


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More Joy 5 of5
http://www.youtube.com/watch?v=wuBbFXzeK4I


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1/11 Post Traumatic Slave Syndrome - Dr. Joy DeGruy Leary
http://www.youtube.com/watch?v=FNHPBJhRZNk


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2/11 Post Traumatic Slave Syndrome - Dr. Joy DeGruy Leary
http://www.youtube.com/watch?v=1BKXMaGiH0k


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3/11 Post Traumatic Slave Syndrome - Dr. Joy DeGruy Leary
http://www.youtube.com/watch?v=ZMtbpb2VwMs


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4/11 Post Traumatic Slave Syndrome - Dr. Joy DeGruy Leary
http://www.youtube.com/watch?v=3vXQYMsWnxk


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5/11 Post Traumatic Slave Syndrome - Dr. Joy DeGruy Leary
http://www.youtube.com/watch?v=yr7R4sxN8jk


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6/11 Post Traumatic Slave Syndrome - Dr. Joy DeGruy Leary
http://www.youtube.com/watch?v=0t397ck30pc


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7/11 Post Traumatic Slave Syndrome - Dr. Joy DeGruy Leary
http://www.youtube.com/watch?v=JssgL5TJaBQ


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8/11 Post Traumatic Slave Syndrome - Dr. Joy DeGruy Leary
http://www.youtube.com/watch?v=tyxtH85uZM8


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9/11 Post Traumatic Slave Syndrome - Dr. Joy DeGruy Leary
http://www.youtube.com/watch?v=2VUutaeHiRg


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10/11 Post Traumatic Slave Syndrome - Dr. Joy DeGruy Leary
http://www.youtube.com/watch?v=8dgvGAPNGRQ


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11/11 Post Traumatic Slave Syndrome - Dr. Joy DeGruy Leary
http://www.youtube.com/watch?v=1w1bPschIlk


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New York City Middle School Students Interview 3

Friday
March 27, 2009
Bronx, New York City

I interviewed my nephew and his classmate, Matthew and Michael, at my sister's house in the Bronx. They are first year middle school students at Albert Einstein I.S. 131. It's the same middle school I went to in the 1980s. I am not a teacher in the NYC school system. So I have no experience inside it as a teacher. I used to teach English in Korea in various institutes and several schools.

Generally, I have a pessimistic view of the schools here. American education is abysmal in it's efforts to prepare it's citizens to fully participate in society. This seems to be especially true of African American males (of which I am one).

I could expound on and on infinitely about what's wrong with the schools here. I will just say that historically it's been an amazing struggle. African Americans had to fight for everything we have in this country. Younger generations take for granted things that were unthinkable in the past.

But still things aren't good now and seem to be devolving in some respects. Even with an African American president in the White House. The United States is supposedly the mightiest country on earth. Yet looking at countries like Norway, France, England, even little Cuba (as Michael Moore did recently in his docudrama SICKO)--we see that we are quite backwards in comparison. Americans are simply put to shame when we look at some of the basic pillars of a society like housing, employment, health care, education and the judicial system.

Those other countries have miraculously discovered that a well-treated, healthy, educated citizenry is the basis of a strong society.

The City University of New York was free to all until the 1970s when African Americans began to enroll en mass. Racism is our disease. And we are still very very sick with this cancer of the mind.

The very essence of the United States of America has been one of racial, cultural and economic domination through war, repression, incarceration, disinformation and exploitation of all kinds. It's education system is a microcosm of this: As the country invests more prisons over investing in it's schools.


Fitzcarl Antony Johnson Reid
인터넷영어튜터 070-7847-5245
http://club.cyworld.com/InternetEnglishTutor

relevant links:


http://www.wbai.org
http://www.freespeech.org
http://ww.pacifica.org
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"Post-Traumatic Slave Syndrome" - The Theory of Post Traumatic Slave Syndrome suggest that centuries of slavery followed by systemic racism and oppression have resulted in multigenerational adaptive behaviors, some of which have been positive and reflective of resilience, and others that are detrimental and destructive. In brief, Dr. DeGruy presents facts; statistics and documents that illustrate how varying levels of both clinically induced and socially learned residual stress related issues were passed along through generations as a result of slavery.

http://www.joydegruy.com/
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Tim Wise-institutional racism, labor, prison education
http://www.youtube.com/watch?v=0-VEWJncnsk
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Tim Wise: discussing his new book Between Barack and a Hard Place: Racism and White Denial in the Age of Obama
http://www.redroom.com/event/discussing-his-new-book-between-barack-and-a-hard-place-racism-and-white-denial-age-obama
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Tim Wise on White Privilege - Racism, White Denial & the Costs of Inequality
http://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=137
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Not-So-Little White Lies: Education and the Myth of Black Anti-Intellectualism
http://www.zmag.org/zspace/commentaries/1387
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Why Slavery?
http://www.youtube.com/watch?v=1ecXcSG3yC8
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Incarceration vs. Education: Reproducing Racism and Poverty in America
http://www.urbanhabitat.org/node/2808
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Racism and Public Schools, 2 Articles
http://www.commongroundcommonsense.org/forums/index.php?showtopic=52866
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Racism in America's Schools. ERIC Digest Series, Number EA 49.
http://www.ericdigests.org/pre-9215/racism.htm
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Reduce the Rate: Rev. Jesse Jackson Joins Movement Against Crippling Rates on Student Loans
March 12, 2009 | Story
Amid massive government bailouts of the nation's banks, we speak to the Reverend Jesse Jackson about Reduce the Rate, his new campaign urging the Obama administration to slash the interest rates on …
http://www.democracynow.org/2009/3/12/reduce_the_rate_rev_jesse_jackson
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Senate Nears Stimulus Vote After Cutting Education Spending
February 09, 2009 | Headline
The Senate is expected to vote to end debate today on a compromise version that will cut more than $100 billion from President Obama's economic stimulus plan. The cuts include $35 billion for …
http://www.democracynow.org/2009/2/9/headlines#1
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Study: Segregation on Rise in US Schools
January 16, 2009 | Headline
In education news, a new report says black and Latino students are experiencing increasing segregation in US schools. The University of California’s Civil Rights Project says black and Hispanic …
http://www.democracynow.org/2009/1/16/headlines#19
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January 08, 2004 - America Behind The Color Line–A Conversation With Renowned Scholar Henry Louis Gates, Jr. - Renowned scholar and chair of Harvard’s African-American studies department Henry Louis Gates joins in our firehouse studios to discuss Colin Powell, Cornel West and how the African American experience has transformed from a civil rights movement into a class struggle.
http://www.democracynow.org/2004/1/8/america_behind_the_color_line_a
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October 10, 2005 - Indigenous Activists Blast Columbus Day as “Propping Up of Racist Propaganda”Columbusday protest - Today is known as Columbus Day–we take a look at why some people are not commemorating the arrival of Christopher Columbus to the so-called “new world.”
http://www.democracynow.org/2005/10/10/indigenous_activists_blast_columbus_day_as
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March 29, 2006 - Thousands of Students Defy School Lockdowns and Continue Walkouts to Protest Anti-Immigrant Bill- Walkout2 - Tens of thousands of high school students have staged walkouts in protest over a House bill that proposes a sweeping crackdown on undocumented immigrants. We go to Los Angeles to speak with Jasmine Chavez, a 17-year old student at Montabello High School and Luis Rodriguez, a community activist, poet and writer.
http://www.democracynow.org/2006/3/29/thousands_of_students_defy_school_lockdowns
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January 19, 2007 - Medical Apartheid: The Dark History of Medical Experimentation on Black Americans from Colonial Times to the Present - Washington1-19
- Medical scholar Harriet Washington joins us to talk about her new book, “Medical Apartheid: The Dark History of Medical Experimentation on Black Americans from Colonial Times to the Present.” The book reveals the hidden underbelly of scientific research and the roots of the African American health deficit. It also examines less well-known abuses and looks at unethical practices and mistreatment of blacks that are still taking place in the medical establishment today.
http://www.democracynow.org/2007/1/19/medical_apartheid_the_dark_history_of
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Opening with profiles of several ordinary Americans whose lives have been disrupted, shattered, and—in some cases—ended by health care catastrophe, the film makes clear that the crisis doesn't only affect the 47 million uninsured citizens—millions of others who dutifully pay their premiums often get strangled by bureaucratic red tape as well. After detailing just how the system got into such a mess (the short answer: profits and Nixon), we are whisked around the world, visiting countries including Canada, Great Britain and France, where all citizens receive free medical benefits. Finally, Moore gathers a group of 9/11 heroes – rescue workers now suffering from debilitating illnesses who have been denied medical attention in the US. He takes them to a most unexpected place, and in addition to finally receiving care, they also engage in some unexpected diplomacy.

http://www.michaelmoore.com/sicko/index.html

New York City Middle School Students Interview

Elementary Schools in New York

This is from J.Lee. She is an elementary school teacher in NewYork.

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- Your name J. Lee
- Where you live new york
- Your Position/Title teacher
- Years of experiences as an educator 1 1/2 yrs.
- The grade or level, subject you are teaching or taught 3rd grade

- How are schools divided in your country?
in Korea - elementary-middle-high school
in the US - pre-K, K-5 , or K-8 PS/IS, high school

- The differences between the reasons for public schools and the reasons for private schools?
providing variety extracurricular activities, low teacher-student ratio , flexibility in expenditure and curriculum planning, more parent involvement?

- What are extracurricular activities in your school?
chorus, music(band), ballroom dancing, chess, fitness club, gymnastics, baton twirlers, book clubs, etc must be more that I don't know.


- What kinds of subjects do your students learn in school? How many?
reading, writing, math, art, computers, studio in a school (art based on social studies curriculum), NY philharmonic(music), gym, etc


Tell us anything else about curricula in your country/state.

- Funding for schools?
dunno-we're an empowerment school- have flexibility in budget planning and expenditure.

- The social and economic status of teachers/professors in your school area?
mostly middle class.

- How is the foreign language/bilingual education managed in schools?
ESL

- How important is teaching foreign languages? How many languages are
taught in schools?
none

- How supportive the principal and parents in your school district?
extremely supportive.

Education Fever: Society, Politics, and the Pursuit of Schooling in South Korea

I have posted about the educational fever in South Korea. I found an interesting article about the issue.
=======================

Educational expansion in South Korea (hereafter referred to as Korea) has attracted scholars’ attention both inside and outside the country as an exceptional educational and social phenomenon. Foreign scholars who visit Korea for even just a few days would receive a strong impression of Korea’s education fever. In his book Education Fever: Society, Politics, and the Pursuit of Schooling in South Korea, Michael J. Seth (assistant professor of history, James Madison University, Virginia) introduces Korean education fever as follows. “A great air of tension hovered throughout South Korea on 17 November 1999. A special task force had spent months planning for that day. . . . Thousands of special duty police were on alert in many cities. . . . Flights at all the nation’s airports had been restricted, and special efforts had been made to halt construction to avoid creating noise or commotion of any kind” (p. 1). “It was the day of the national university entrance examinations,” (p. 1) not the day of a coup d’état or demonstration. I think this sort of mysterious happening may have led him to write this book.

This book provides useful information concerning an exceptionally successful education transformation in Korea. Korea has changed from “a nation where a majority of the population had no formal education” to “one with some of the world’s highest rates of literacy, high school graduates, and university students” (Book Description). Although many foreign scholars evaluate Korean education fever positively, Korean scholars have worried about it because it has caused so many educational difficulties as well as social problems. Therefore, Korean scholars have recently tried to explain the causes of this education fever and suggested various solutions. Scholars’ work on education fever and expansion can be categorized into two approaches—descriptive and explanatory. Foreign scholars have usually attempted to describe the revolutionary educational expansion in Korea but with a feeling of uncertainty.

This review is a Korean educational sociologist’s comment on Korea’s Education Fever written by an American professor of history who has taught English at a Korean university and participated as an English instructor in a number of in-service training programs for middle and high school teachers for several years in Korea. First of all, I would like to say that I find his work interesting, thoughtful, and significant. In particular, I was very impressed by his careful and extensive data collection. His work is certainly useful not only to foreign scholars but also to Korean scholars, who do not have such a well-organized book covering the contemporary history of Korean education.

I have no doubt that readers will come to know what so-called “education fever” in Korea is through his work. However, readers may have difficulty in understanding why such a phenomenon has happened in this country, which was until relatively recently “an impoverished, largely rural nation ruled by a succession of authoritarian regimes and is now a prosperous, democratic industrial society” (Book Description). In other words, Seth’s work is descriptive rather than explanatory. He has carefully and successfully illustrated society, politics, and the pursuit of schooling in South Korea, but has failed to provide in-depth explanations of why “education fever” happened. I think that this was because he took “a historical approach to measure and probe the causes of Korea’s education fever” (p. 7). He could have taken an explanatory approach by taking on the role of a detective (Winks, 1969). This is not impossible because his study was based on contemporary history, and the data were collected through interviews with teachers, officials, parents, and students and an examination of a wide range of written materials in both Korean and English.

It seems to me that Seth wanted to argue through this book that “South Korea’s education fever was the principal force that drove the country’s extraordinary educational development” (p. 6). He accomplished this purpose by providing sufficient data to prove this argument. I think he also wanted to argue that “this preoccupation with the pursuit of formal schooling was the product of the diffusion of traditional Confucian attitudes toward learning and status, new egalitarian ideas introduced from the West, and the complex, often contradictory ways in which new and old ideals and formulations interacted” (p. 6). This argument, however, remained as a working hypothesis or a proposition to be verified because he was not able to provide sufficient evidence.

If he had reviewed the current literature published after 1999 in Korea, he could have explained why Korea is a society which sets excessive value on a person’s academic background. Korean scholars have tried to explain the rapid educational expansion in Korea with various theories that have originated in Western society. They include human capital theory, status attainment theory, screening theory, status competition theory, class control theory, world system theory, and information theory, and so on. These theories are partially useful for explaining the educational expansion that has taken place in Korean society. But they fail to fully capture the peculiarity of Korean educational expansion. We certainly need an alternative theory to explain the Korean case.

I think that a more suitable term to express the explosive educational expansion in Korean society is ‘zeal,’ which means great interest in something and eagerness to be involved in it. Korean educational expansion is the outcome of Koreans’ educational zeal for getting ahead economically, socio-culturally, and/or politically. The expansion is not individual fever but social zeal. Koreans have competed with others for getting longer years of schooling and belonging to a better academic clique. Longer schooling and belonging to a well-named clique have been powerful instruments for getting ahead in this society.

I have used a term, ‘educational zeal’ to describe the cause of rapid educational expansion and many other educational problems in Korea (Oh, 2000). In order to take the educational zeal of Korean people as the main factor of rapid educational expansion, I think, it is necessary to understand the origin and development of educational zeal itself as a unique phenomenon in Korean society. In this context, I intend to build a relevant theoretical model for Korean educational expansion which places the concept of educational zeal at the center of the theory. The terminologies I coined for my theoretical models are ‘education-success correspondence theory,’ ‘group as competition unit theory,’ ‘expanded sharing of experience theory,’ and ‘foreign language as capital theory’.

Through the history of the Chosŏn dynasty, Japanese imperialism, American military occupation, new independent Korean governance, and the rapid economic growth of the last three decades, Korean people have witnessed that the educated have got ahead in society. In the midst of the incessant structural change of the society, many people have made their way by means of their educational achievements, which have been regarded as providing an objective and legitimate frame of reference to select and screen people. Therefore, Korean people have come to take education, especially higher education, seriously as a means to success.

In addition, within the intimate kinship system of Korean society, family and relatives usually function as a primary unit of social competition and support the education of their prospective offspring to obtain better positions in social competition. In fact, the social success of any member of the family through educational achievement strengthens the competitiveness of the whole family. Therefore, every member of Korean society is convinced that schooling is a trustworthy way to success, values education more than anything else, and invests in education at any cost.

Another important factor is that Korea has been historically under the influence of superpowers, such as China, Japan, and the United States of America. As a result, the ability to command foreign languages has been the key to achieving upward social mobility in Korea. Chinese, Japanese, and English have functioned as decisive cultural capital for getting ahead in the Chosŏn dynasty, during the Japanese colonial period, and after independence respectively. Nowadays, English is the most important linguistic capital for getting life chances. Under this circumstance, Korean people demand more and more education to learn foreign languages.

This noteworthy educational expansion led by the enthusiastic educational demand coming from the Korean people has resulted from the situations mentioned above. In sum, educational success is directly connected to the social success of the individual and the family as a whole in Korean society, and educational zeal has originated in people’s recognition of this reality and their experience of the educational effect on social success.

We, Korean scholars want to listen to foreign scholars’ insightful explanations about our country’s educational zeal rather than to hear visitors’ impressions about us. We hope that foreign scholars are able to ascertain the causes of problems which insiders cannot perceive, explain the phenomena more objectively than we do, and offer insightful suggestions for solving the problems. I am in great hopes that Seth will continue his research on Korean history and education. I also hope that he will receive Korean scholars’ assistance when writing subsequent books so that he will have little difficulty in using terms, concepts, and Korean names appropriately. I will honestly welcome him if he joins us, the Korean Society for the Study of Education and the Korean Society for the Study of the Sociology of Education.

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By Oh, Ookwhan 2006
Review of Education Fever: Society, Politics, and the Pursuit of Schooling in South Korea, by Michael J. Seth (2002)
Korean Studies Review 2006, no. 08
Electronic file: http://koreaweb.ws/ks/ksr/ksr06-08.htm