Resisting

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Resisting Transforming Policies, Practices
the Riddiculum Creating a Pedagogy of Hope

• Dr. Barbara Flores
• 2013 OABE Annual Conference
• McMinnville, OR

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HOMENAJE A CESAR CHAVEZ
ISI SE PUEDE!
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Just Some Statistics

• Demography is Destiny Dr. Juan Andrade, The
  Almanac of Latino Politics, 2008
• 80 of Latino population concentrated in 10
  states
• Latinos and African Americans together are the
  majority in 48 of the nations 100 largest cities
• From 1970 to 2006 Latino Growth has been at 387
  Rate
• By 2050 Latinos will comprise ¼ of the nations
  population at 102 million people
• The 2010 Census counted 50.5 million Hispanics in
  the United States, making up 16.3 of the total
  population. The nations Latino population, which
  was 35.3 million in 2000, grew 43 over the
  decade. The Hispanic population also accounted
  for most of the nations growth56from 2000 to
  2010.

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The Economic Force of Latinos

• In 2008 Latinos had approximately 980 Billion
  buying power in the United States
• In 2013 Latino buying power is in excess of over
  1.5 Trillion
• Forty-seven percent of the nations purchasing
  power and 50 of the Hispanic population are
  concentrated in California and Texas.
• Small Businesses Growing at Record Rate
• CA, TX, FL, NY, IL, NJ, AZ, CO, NM and GA top 10
  states accounting for 81 of all Latino buying
  power
• In the Salem metro area, the report pegs the
  Hispanic purchasing power at 955 million, or
  about 11 of the total for the area. That
  compares to a 5.7 rate overall for Hispanic
  purchasing power in Oregon in 2011.

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Oregon Latino Demographics

• Ten of Oregons 213 school districts enroll 50
  percent of the states Latino students. Seven of
  these school districts are in the Portland
  metropolitan area, two are located in the
  mid-Willamette Valley, and one is located in
  Southern Oregon. These school districts are
  Salem-Keizer,
• Beaverton, Portland, Hillsboro, Woodburn,
  Reynolds, Forest Grove, Tigard-Tualatin,
  Gresham-Barlow, and Medford.

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• By 2020 38 of the Oregon population will be
  Latino.
• Based on current incarceration rates, about one
  in six Latino males and one in three Black
  males will be imprisoned at some point during
  their lifetimes.
• In 2008, a majority of Latino children in Oregon
  lived in two-parent households according to
  estimates by the American Community Survey, U.S.
  Bureau of the Census.
• In 2008 32 percent (44,280) of Latino children
  live in poor families in Oregon
• OREGON COMMISSION ON HISPANIC AFFAIRS Report
  February 2010

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The Economic Force of Latinos

• In 2008 Latinos had approximately 980 Billion
  buying power in the United States
• In 2012 Latino buying power is in excess of over
  1.2 Trillion
• Forty-seven percent of the nations purchasing
  power and 50 of the Hispanic population are
  concentrated in California and Texas.
• Small Businesses Growing at Record Rate
• CA, TX, FL, NY, IL, NJ, AZ, CO, NM and GA top 10
  states accounting for 81 of all Latino buying
  power
• In the Salem metro area, the report pegs the
  Hispanic purchasing power at 955 million, or
  about 11 of the total for the area. That
  compares to a 5.7 rate overall for Hispanic
  purchasing power in Oregon in 2011.

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Transforming Latino EducationIts
Historical Background Its Deficit Ideology
Its Insidious Politics, Policies, Practices
Programs Toward A Pedagogy of Hope
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(No Transcript)
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What is an IDEOLOGY?

• Ideologies map the political and social worlds
  for us. (Freeden, 2003)
• Ideologies are used to deliberately manipulate
  those under its control. (Mannheim)
• Ideological hegemony is used by the dominant
  class to domesticate and subordinate the masses.
  (Gramsci)
• Ideology is something that happens within us and
  to us.

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Naming, Interrogating Transforming Deficit
Ideology, Policies, Practices and Programs
Impacting Bilingual/EL Children Students

• The Deficit Legacy
• The Demographic Imperative
• The Cultural Divide between Teachers and Students
• Racist Class Policies that Deny Education as a
  Civil Right
• Bankrupt Backlash Pedagogy

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Naming Interrogating the Status Quo

• The Legacy of the Deficit View of Spanish
  Speaking Children During 20th Century
  Beginning of the 21st Century
• Tracking by Ability, Use of Invalid Language
  Proficiency Tests, and High Stakes Testing
• Unequal Access to Curriculum, textbooks, and
  Quality Teachers
• The Dismantling of Public Education through No
  Child Left Behind
• Over 50 Dropout Rate for Latinos
• Institutionalized Failure of Latino Children

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John F. Kennedy once said,

• For the greatest enemy of the truth is very
  often not the liedeliberate, continued and
  dishonestbut the mythpersistent, pervasive, and
  unrealistic. (Yale, 1962)

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The Intellectual Presence of the Deficit View
of Spanish Speaking Children in Schooling
During the 20th Century by Decade

• Decade 1920s
• Problem Mental Retardation
• Fallacies, These children are
• Myths mentally retarded
• Habitudes due to their language.

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Decade 1930sProblem Bilingualism

• Myths, Fallacies Habitudes
• Spanish speaking children do not achieve in
  school because they are bilingual.
• Learning English is difficult.
• Bilingualism and its effects upon the reading
  aspects of language is a problem.

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Decade 1940sProblem Change the Mexicans
through Education

• Myths, Fallacies Habitudes
• The Mexican can be changed through schooling.
• The bilingual childs language is a problem
  therefore, it is the only problem that the
  schools have direct and complete control over.
• Because the Mexican children have a language
  problem, they must be segregated.

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Decade 1950sProblem Dual Handicap
the Language Barrier

• Myths, Fallacies Habitudes
• The school must compensate for the Mexican
  childrens deficiencies by providing a rich and
  satisfying program.
• Bilingual childrens reading problems arise
  generally from their home situations.

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Decade 1960sProblem Cultural
Linguistic Deprivation

• Myths, Fallacies Habitudes
• Home and Language are the primary causes of
  school failure.
• The school must remedy the deprivation of the
  Mexican Americans.
• Before the child with a language handicap can
  begin to read successfully, he must command a
  meaningful English vocabulary.

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Decade 1970sProblem Equal Educational
Opportunity for the Culturally
Linguistically Different Child

• Myths, Fallacies Habitudes
• The Limited English (LEP) child must be helped.
• English language achievement is the only
  yardstick for educational success.
• Bilingual children must not mix their languages.
  If they do, it means that they know neither well.
  They are said to be alingual, nonlingual, or
  semilingual.

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Decade 1980sProblem Semilingualism

• Myths, Fallacies Habitudes
• If children dont learn certain concepts in
  their native language, they will be cognitively
  deficient when learning those concepts in a
  second language.
• Semilingualism is determined by a score on a
  standardized test.

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Decade 1990sProblem These Children are At
Risk

• Myths, Fallacies Habitudes
• These students come from dysfunctional homes and
  need additional help.
• These children need to be reached early so that
  they dont fail.
• These childrens parents dont care, cant read
  or write, and neglect their children.

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Decade 2000-2012Problem Lack of English

• Myths, Fallacies Habitudes
• The inability to learn English prevents these
  children from succeeding.
• English Language Learners have difficulty
  learning English as evidenced on standardized
  test scores.
• These children continue to fail in school
  because they have been in bilingual education and
  speak Spanish.

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Examining the Institutionalized Policies and
Practices of Failure

• Teacher perceptions and low expectations by
  class, race, ethnicity, and language
• Tracking by ability, test scores, and proficiency
  levels
• Labeling our children, e.g. LEPs, ELLs, CELDT I,
  II, III, IV, Far Below Basic, Below Basic, Basic,
  Proficient, and Advanced
• The Insidiousness of High Stakes Testing, Exit
  Exams, Use of Invalid Language Proficiency Exams
• Mandated, Scripted Bankrupt Riddiculum, Reading
  First Remnants---Banking Education
• Unexamined Domestication of Colonized Minds

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No Child Left Behind DebacleCommon Core Promise
or Peril

• False promises, Under Funding
• Wolf in Sheeps Clothing-Reading First
• Legislating the Dismantling of Public Education
• Corporate Hijacking of precious Educational Funds
  (Testing Textbooks)
• Legislated Corruption, Lies Fraud with
  Impunity, e.g. Reading First Debacle
• Institutionalized Abuse of Children the Demise
  of Public Education
• Mandated Scripted Curriculum (Riddiculum),
  Teacher Proof Textbooks, and Empty Assessments
  (Fluency, Dibels)

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Mandated, Scripted Bankrupt Riddiculum---
Banking Education

• Decodable Books/Reading First
• REACH
• LANGUAGE!
• READ 180
• High Point
• One Size Fits All Riddiculum
• Scripted Language Arts Textbooks, e.g. Pearsons
  Reading Streets, Houghton Mifflin, Open Court
• Pacing Guides
• Reading Excerpts of Books INSTEAD of Real
  Books!!!!!

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Nonesensebegetsconfusion

• Mom has a pot
• Mom has a hot pot
• Mom has a spot
• Dad has a mop
• Dad mops the spot
• Open Court Decodable books, Level B, Set 1

• What does she do with it?
• Why would she have one?
• How did she get it?
• What is my Dad doing with a mop?
• How can he mop a spot that my Mom has?
• Doesnt make any sense???

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Example of Decodable Text As Bankrupt Riddiculum

• Characteristics of Decodable Text
• Decodable text is composed of words that use the
  sound-spelling correspond-ences that children
  have learned to that point (Grossen, 1997)

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The /a/ sound cat and sat

• decodable text has two key features that
  distinguish it from other types of reading text
  a) it is composed of words that are considered
  phonetically regular

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The /a/ sound cat and sat

• and b) those words are constructed from phonic
  elements that have been previously taught.
• (Allington, 2002,
• p. 200)

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REACH Example

• We fill pots with clams.
• We fit lids on the pots.
• We can get the pots hot.
• That is how we fix a clam dish.

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Invalid Use of Tests

• Dibels
• Aims Web
• Fluency
• Nonesense Words
• Word Accuracy
• Focus on Decoding Only
• Phonemic Awareness in Isolation
• High Stakes Tests/ CCSS/
• PARC/SMARTER BALANCE

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Legislated Corruption-- Lies Fraud with
ImpunityReading First Debacle the Fallacy of
Decodable Books Dibels/EDL
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Decodable Texts are not supported by ANY Research

• CLAIM Research strongly asserts that children
  benefit greatly from direct, systematic decoding
  instruction and that instruction should follow
  with practice in decodable stories Texas
  Reading Initiative, p. 8citing Adams, 1990
  Anderson el al., 1985 Beck Juel, 1992 Juel,
  1994, and others

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Teachers in K-3 Use Reading Programs
Materials that are Research Based

• The OIG also found that several people integral
  to Reading Firsts development of violating
  federal law by subverting state decision-making
  when states approved local reading programs
  deemed out of favor with the department.
• Based on its research findings, the NRP did not
  recommend any commercial reading programNONE.
  (Garan, 2004, p.89)

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Research Cited Does Not Support Recommendations

• No research studies were identified that
  systematically manipulated the proportion of
  words in texts considered decodable to assess
  the efficacy of texts compromised of some,
  many, mostly or exclusively words that
  could be pronounced based on the lessons
  previously taught. (pp. 200-201) (Richard
  Allington, Editor, Big Brother the National
  Reading Curriculum How Ideology Trumped
  Evidence, 2002)

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Research Analysis and Findings on the Use of
Decodable Texts in the Teaching of Beginning
Reading

• We have carefully traced the research citations
  noted in advocacy and policy documents e.g,
  Texas and California State Departments of
  Education to their original research sources and
  were unable to locate any reliable, replicable
  research concerning the use of decodable text
  upon which these policy decisions are based on.
  (Allington, 2002, p. 212)

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Conflicts of Interests

• The Office of the Inspector General is
  investigating the conflicts of interests
  associated with Reading First Grants whereby
  states have been told to adhere to certain
  products e.g. Dibels, or they would not be
  awarded federal monies.
• Update OIG found gross misdeeds, conflicts of
  interests, and violations of federal policies.

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HOWEVER

• The OIG September 22, 2006 Report
• An inspection of the U.S. Department of
  Educations oversight of the grant-application
  process for RF finds that officials may have
  stacked panels of grant reviewers with advocates
  of a specific teaching method and that federal
  officials may have overstepped their authority
  in advising states on the types of materials and
  assessments they could use as part of the 1
  billion-a-year initiative.

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Report 5on February 22, 2007

• The OIG found that the U.S. Department of
  Education failed to restrict federal employees
  and representatives direction or influence over
  curriculum and assessment decisions as prohibited
  by law. (Education Week)

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Education Week 2/23/07By Kathleen Kennedy Manzo

• RMC Corporation oversaw the National Reading
  First Technical Assistance Center and its
  regional centers at Florida State University, the
  University of Oregon, and the U of T, Austin.
• The Education Department did not put in
  safeguards against the contractors potential
  bias or conflicts of interests, the inspector
  general found. Some of the experts employed by
  RMCwere connected to specific programs and
  assessments, and may have served as advisors or
  reviewers for states that included those products
  in their applications.

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Sin Verguenza

• Secretary Spellings dismissed the wrong doing as
  mistakes.
• No one has been charged with criminal action like
  fraud, corruption or conflicts of interest.
• Lies, Fraud and Corruption with Impunity appear
  to just be an everyday happen stance
• Congress never took punitive action.

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READING FOR PROFIT

• In 1995 the National Business Round Table issued
  its Education Initiative where they made a 10
  year commitment to reform the entire system of
  public education.
• The Corporate Coup of Public Education
• by the High Jacking of the Peoples Federal
  thru draconian legislation that increases
  profit margins for Textbook and Testing
  Corporations such as McGraw-Hill is obscene.

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The Arrogance of Power

• Breeds Corruption
• Sanctions Lying
• Uses Bullying
• Rules by F.E.A.R. (FlaseEvidenceAppearingReal)
• Manipulates the Rules
• Violates the Law
• Bankrupts Morality Ethics

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After Interrogating these Insidious Policies,
Practices ProgramsThen What?

• Replace Deficit Ideologies with the Truth-- La
  mentira dura hasta que la verdad llega.
• Boycott and/or Replace High Stakes Testing
• Advocate for Authentic/Multiple Assessments
• Demand Respect by Claiming It with Our Collective
  Voices and Actions
• Reclaim Our Democratic and Civil Rights thru Our
  Collective Actions to use our Public for our
  Childrens High Quality Education and Make
  Educational Equity a FACT of Everyday Schooling
• Go to the Streets, Descend on the Legislatures
  Congress in MASS! As in Wisconsin

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HOW WILL WE TRANFORM CREATE OUR WORLD?

• By Restoring Public Education As a Human Civil
  Right in our Democracy
• By Teaching for Equity, Social Justice Civic
  Rights
• By Transforming Deficit Ideology Resisting the
  Riddiculum Migas
• By Valuing All Children
• By Teaching to the Potential
• By Taking Back Public Education Our Power to
  Allocate Our
• By Embracing the Demographic Imperative and the
  Shift in Power

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Instead of Giving Power to

• The Devaluing of Teachers and Administrators
  Social and Cultural Capital, Lets Use It to
  Inform Our Teaching and Leadership
• The Dismantling of Public Education thru NCLB,
  Lets Dismantle and Replace the Debilitating
  Policies
• Divisiveness Lets Close the Cultural and
  Linguistic Divide with United Voices Actions
• Blaming the Victim, Lets Take Responsibility
  for Unmasking Racism, Classism, and Our Own
  Domestication of our Colonized Minds
• Waiting Seeing, Lets Collectively Engage in
  the Peoples Power to Act and Transform
• Watching Our Kids Fail, Lets Boycott NCLB,
  High Stakes Testing, Mandated Riddiculum, the
  short fall of state Budgets, and the RIFing of
  Teachers Administrators!

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Replace Debilitating Policies Practices

• Instead of Organizing Teaching/Learning to the
  perceived developmental levels, TEACH to the
  Potential
• Instead of the Riddiculum, Provide Access to Rich
  Curriculum, Materials Resources
• Instead of Discrepant Quality of Teachers, Hire
  Teachers Who Really CARE Are DEDICATED
  Professionals
• Instead of Managers, Become Sustained
  Pedagogically Sound Curricular Leaders
• Instead of a Lack of Huevos, Stand up for Our
  Rights and Our Childrens Rights

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THE PEDAGOGY OF HOPE

• Walking the 4 Paths of the Warrior, the Healer,
  the Teacher and the Visionary
• Engaging the daughters of HOPECORAJE Y
  VALENTIA
• Leading with the HEART
• Planting the seeds of HOPE To Reinvent Our World
  for Social Justice, Humanity and Civil Rights
  through a Public Education

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Walking the Four Paths of the Warrior, the
Healer, the Teacher, the Visionary Angeles
Arrien

• The Path of the Warrior
• Showing Up and Choosing to be Present is a
  principle that guides the warrior inside all of
  us. (Angeles Arrien, 1993)
• According to indigenous societies the developed
  warrior shows honor and respect for all things
  including ourselves.
• Also, the warrior communicates effectively, sets
  limits and boundaries, is responsible and
  disciplined, and demonstrates right use of power.

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Courage is present in Everyones Heart,
Mind, Spirit, Will Body.

• Walking the Path of the Warrior
• A true Warrior/Leader is someone who knows how to
  extend honor and respect set limits and
  boundaries aligns words with actions and extend
  responsibility into structure and function in an
  empowering way.

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The Right Use of Power

• The Native Peoples of the Americas believe that
  everyone has the power to empower the self
  others.
• When we use our power, no one can tell us what
  cant be done.
• When we believe in ourselves, we are less likely
  to accept others negative perceptions and
  ideologies of who we really are and can be.

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Dare to Dream the Impossible.

• The Need to Dream the Impossible Dream from Alice
  in Wonderland
• I cant believe that, said Alice. Cant you?
  the queen said in a pitying tone. Try again,
  draw a long breath, and shut your eyes.
• Alice laughed. Theres no use trying, she said.
  One cant believe impossible things.

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The Imagination is more powerful than just
having knowledge. Einstein.

• I daresay you havent had much practice, said
  the queen. When I was your age, I always did it
  for half an hour a day. Why, sometimes Ive
  believed as many as six impossible things before
  breakfast.

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The 3 Universal Powers

• The Power of Presencechoosing to be present,
  showing up.
• The Power of Communicationcourage to speak up
  with integrity by meaning what you say.
• The Power of Position the willingness to take a
  stand about beliefs, self, events, situations,
  feelings.

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The Principle of Reciprocity Es mejor dar que
recibir.

• Walking the Path of the Healer
• Healing involves the principle of reciprocity,
  the ability to equally give and receive and the
  ability to connect
• In order to maintain health and well being, we
  need to maintain the balance between giving and
  receiving. We need to do both.
• Giving is a gift Receiving is a Treasure to
  Appreciate.

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The Heart is Very Important

• Many native cultures believe that the heart is
  the bridge between Father Sky and Mother Earth.
• Daily Heart check includes the following Am I
  full-hearted, open-hearted, clear-hearted, and
  strong-hearted?
• Strong-hearted means to have courage. The French
  word for courage is coeur. It means the
  ability to stand by ones heart.

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The PATH of the TEACHER

• The way of the TEACHER is through education
  whether through an established school system or
  an apprenticeship, teaching/learning is
  universal.
• The principle that guides the teacher is to be
  open to outcome, not attached to outcome.
• Teaching is a calling, a joy, a love.

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The wisest mind has something yet to
learn.George Santayana

• The Teacher has wisdom, teaches trust, and
  understands the need for detachment.
• Wisdom is at work when we are open to all
  options.
• The mediocre teacher tells. The good teacher
  explains. The superior teacher demonstrates.
  The GREAT teacher inspires.--Wm Arthur Ward

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The PATH of the VISIONARY

• When we follow the path of the Visionary, we are
  able to make the truth visible.
• The principle that GUIDES the Visionary is
  telling the truth without blame or judgment.
• Taking Responsibility for Our Actions is the path
  away from blaming Others

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Creative Purpose Life Dream

• Many Native Peoples hold the belief that each
  individual is original medicine, nowhere
  duplicated on the planet.
• Therefore, it is important to bring ones
  creative spirit, life dream, or purpose to earth.
• May our collective Life Dream be Using the Four
  Paths to design, work, and succeed in the
  educational success of our Latino Kids.
• My life is my message. Gandhi

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As We Walk the 4 Paths Lets Remember
These Truths

• Many traditional indigenous cultures believe that
  the Warriors way is to know the right use of
  power with valentía
• The Healers way is to extend love
• The Visionarys way is to express creativity and
  vision and
• The Teachers way is to model wisdom and act.
• May We All Walk the Paths of the Warrior, the
  Healer, the Visionary, and the Teacher.

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Taking Back Our Power

• How do we expose lies? With the Truth-La Mentira
  Dura Hasta Que La Verdad Llega.
• How do we reclaim our professionalism?
• With Dignity, Courage, Integrity, Honesty, and
  Self Respect
• How do we revamp NCLB? By taking action at the
  local, state, and federal levels
• How do we resist? Everyday in Defense of Our
  Childrens Welfare Our Sanity

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The Courage to Act in the Face of Adversity, in
the Face of Corruption, in the Face of Deception,
in the Eyes of Our Kids

• We must expose the corruption, fraud, and the
  lies behind NCLB
• We must resist and transform the Riddiculum
  behind Closed Doors while Challenging the
  mistruths about scientifically based dictums
  and mandates
• We must litigate, change policies and practices
  that organize failure not success

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And In the Hearts of our Childrens Future, and
our Childrens Children

• We must take the lead in changing this mess, one
  by one, geometrically it becomes a million times
  a million
• We must find and use our collective voice/s at
  school board meetings, at our local schools, at
  the legislature, in our communities, in our
  homes
• We must not lose sight of one of our collective
  lifes mission-the quality education of our
  children

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Parents, Teachers Administrators Voices,
Beliefs, and Convictions of Civil Rights

• No childs learning should be handicapped by the
  fear and humiliation of learning a second
  language in a hostile environment.
• The ignorance and false beliefs about Latino
  children must be replaced by the truth. The
  truth that Latino children can learn and be
  successful in whatever they do. Teachers
  Administrators are the ones who will make the
  change and break these habitudes and myths so we
  can ensure Educational Equity for ALL.

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Si tu no lo haces, entonces quien?

• We must invest in our childrens educational
  futures by organizing, dedicating the time and
  energy to do right by our children to stand up
  and deliver with ganas, coraje, y sabiduría.
• We must join business people, attorneys,
  researchers, civil rights advocates, community
  based organizations, other ethnic coalitions,
  government officials, firefighters, police,
  nurses, other professionals, labor unions,
  parents, actors, journalists in a concerted
  effort to truly EDUCATE our CHILDREN.

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SÍ SE PUEDE

• Cuando vives en la frontera
• people walk thru you, the wind steals
  your voice
• Living in the borderlands means you
• fight hard to resistIn the borderlands you
  are the battleground
• To survive the borderlands
• You must live sin frontreras
• Be a Crossroads.
• Gloria Anzaldúa, 1987
• Borderlands/Las Fronteras

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SÍ SE PUEDE

• Si no luchamos para nuestros niños y nuestros
  derechos, entonces Quién lo hará?
• Si nos dejamos, nos van a fregar más.
• Nosotros tenemos el poder, solamente necesitamos
  buscar la valentía que está en nuestros corazones
  y actuar con la integridad.

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• Muchisimas Gracias,
• OABE