Because I own this book, I most of my notes and highlights exists in the margins of the book and I ultimately see this as something I can return to over time. I uploaded some online chapters I found that were already available, an clean from my colorful highlights. I chose to review the Sadowski's afterward and find this more of a continual piece that I can easily access and remind myself of the themes that I must keep in the forefront as an educator.
“From Understanding to Action” Michael
Sadowski
Sadowski concludes his adolescent
anthology with six intrinsic beatitudes of teaching. Adolescents at School, meant to shed light on the reality of
navigating through institutional learning, acknowledges the indispensable need
for a more holistic approach that surpasses the constructs of academic schooling.
Not only is there an advocacy for integrated
learning that allows students the prospect of academically excelling, but
Sadowski mentions and underlying mission of building better lives for students
in the remote future.
The first call to action, and most constant
theme that percolates within this collection of essays, is the importance of
truly listening to students. Sadowski (2004) notes that it is an educator’s
ethical commitment to, “hear what students themselves have to say about who
they are, how they see themselves in the school environment, and what they believe
is expected of them as learners” (p. 164). Being present and actively listening
to the collective of students allows for a more tailored educational experience
that establishes a wholesome relationship between the educator and her
students, as well as provides a forum for respect and prosperity.
Sadowski’s (2004) second decree “make
no excuses, but as a lot of questions” inherently intertwines with the call to
listen (p. 164). The accountability-based reform essentially marginalizes students
experiencing the unconditional norm in academia. With this in mind, “poverty,
racism, and other institutional factors are, in a sense, discounted, based on
the assumption that such excuses only perpetuate inequities by encouraging
separate standards for children living under more difficult circumstances” (Sadowski,
2004, p. 164). Thus, educators must examine, recognize and consider why this underlying atmosphere is
imposed, how educators contribute to
or oppose such conditions, and what
teachers can implement and practice to support all types of learners (Sadowski,
2004, p. 164).
The next set of guidelines work well
as a trio; as educators and mentors we must “be willing to take risks, rethink
the curriculum, and challenge yourself and your assumptions” (Sadowski, 2004,
p. 165). Although “ethnicity, ability, gender, social class” are difficult themes
to address within the classroom taking the risk, and rethinking the curriculum
to reflect and be responsive to the identities of the students allows for
introspection and reflection from both educator and her pupils (Sadowski, 2004,
p. 165). Sadowski (2004) highlights that, “as products of our culture, we are
all susceptible to stereotypes, assumptions, expectations, and prejudices that
affect the way we see adolescents,” thus, we must address and challenge these
presumptions in order to better understand our students and environment.
The last suggestion Sadowski (2004)
addresses is the importance of educators offering “diverse opportunities for
students to succeed” (p. 166). Essentially teachers must consider opportunities
for learned experiences outside of the classroom, offering suggestions to
students of moments and organizations that they can invest in for their future
successes. Educators must take a holistic approach to facilitating learning experiences
that can span into their community past the graffitied and gum covered desks and
fluorescent lit halls. If we take time to learn from each other, possibilities
and achievements can be unlimited.
Sadowski, M. (2004). Adolescents at school: Perspectives
on youth, identity, and education. Cambridge, MA: Harvard Education Press.
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