Ginwright: The Future of Healing- Main Arguement

The primary claim made in Shawn Ginwright's "The Future of Healing: Shifting From Trauma Informed Care to Healing Centered Engagement" is that the current paradigm of trauma-informed care, which focuses on treating the symptoms of trauma and hurt, is constrictive and does not fully support the development and well-being of people who have experienced trauma. Ginwright suggests a novel strategy known as "healing centered engagement," which aims to perceive people holistically and put more emphasis on their experiences and strengths than merely their trauma. Additionally collective, this strategy considers cultural contexts and social justice concerns. This new strategy aims to create more resilient people and communities.

Ginwright claims that, despite being a step in the right direction, the trauma-informed care method has drawbacks and may even be detrimental since it overemphasizes the negative effects of trauma and portrays people as victims. He suggests a novel strategy known as Healing Centered Engagement (HCE), which is more comprehensive, humanistic, and group-oriented. HCE takes into account social justice concerns, cultural contexts, and other healing tenets and focuses on "what's right with you" rather than "what happened to you." HCE also places a stronger emphasis on the resilience and abilities of trauma survivors than on their victimhood.

Because it doesn't pathologize people or reduce them to their traumatic experiences, Ginwright contends that this new strategy is more successful. Instead of being defined by their trauma, it aids people in seeing themselves as complete, complicated beings with their own strengths and resilience. HCE aids people in developing a feeling of agency and empowerment by moving the focus from what's wrong with them to what they have going for them, allowing them to see themselves as active participants in their own healing. The main contention of the work is that Healing Centered Engagement provides a more comprehensive, humanistic, and successful approach to healing that places more emphasis on people's strengths and resilience than on their trauma. Healing Centered Engagement emphasizes people's strengths and resilience rather than their trauma.

Precious Knowledge- Video Analysis

 

FNED 246: Schooling for Social Justice

Video Analysis Template

Your Name:  Anna Barnes

Title of Video/Text:  Precious Knowledge

Low-inference notes (Notes & Observations)	High-inference notes (Reflection & Connection)
Purpose: To document what you actually see or hear – your observations (not your opinion or interpretation). Do this while you watch/listen.	Purpose: To connect what you see and hear to. ideas/concepts/arguments from articles and videos from class.
Minimum of 10.  *Be specific in naming specific things you see and hear in the text.. Quote the text if you can. *Bullets and notes are appropriate for this section.	Minimum of 5 *Be specific. Use specific ideas and concepts from the reading and apply them to your observations in the low-inference column.  *Write in complete sentences. (See sentence starter ideas at the bottom of the table.) *You do not need to have a high-inference note for every low-inference note.
More than 50% of Latino people do not graduate highschool in the US Lobbyists want make students only speak English in the classroom  Lobbyists want to take away cultural classes  Walkouts in 1969 Hispanic Studies Department started in 1997 Classes focus on learning through the lens of Latin history Wanting to ban their cultural classroom may be coming from a place of misunderstood justice.  Lawmakers want to make students be fully integrated and disregard race Critical race theory Unity festival Assimilation “The words anti American have nothing to do with out classroom” Trying to indoctrinate kids into Marxism, yeah sure Nationalism up the wazoo Protest re burning Mexican flag  We conquered this territory 250 years ago and you should respect that I personally do not think that teachers should teach victimization Paraphrase: they should respect our founding fathers who Fought for their Right To be Here This is straight up horrifying  Second grade data to plan prisons	Kohn Kohn would highly approve of this classroom environment, the students are constantly interacting with one another and the teacher can often be found among them. The room is overflowing with information and resources for students and has many posters on the walls. I’m certain Kohn would be disappointed to say the least in how the state handled this class, the teacher, and the ideologies they represent.  Delpit The teacher is giving the student clear information on the rules and codes of power! Having them read philosophers and deciding what they think is fair in their society, giving them the chance to talk about their struggles and how power dynamics affect their lives. This really speaks to Delpit’s idea of incorporating and celebrating cultural heritage as well. Finn Finn would find this style of education to be entirely optimal. Giving students the tools they need to go against a system that oppresses them. This is truly Literacy with an Attitude! Culturally Responsive Teaching  We have discussed at length the importance of letting students maintain language and heritage in this class. In the documentary that is the entire focus of the course that is being eliminated. It really shows how uneducated the lawmakers can be on what is essential to a fruitful education.
Low-inference notes (Notes & Observations)	High-inference notes (Reflection & Connection)

Three Things that will Stick With Me

 

Three things that will stick with me from this class:

1. The activity that we did with the card game to teach Delpit

1. I think this was one of the most effective classes of the entire semester. 

   It was a fun activity, but it also really showed the frustration that occurs when 

   
   miscommunications happen or when you arent given all of the tools you need to succeed.

   It was also very interesting to have students move tables throughout the game, as it did a

   good job of simulating how moving up in the world is made much more difficult when you 

   are “playing a different game” than your peers. 

    

2. Kozol’s Amazing Grace

1. The frankness and compassion of the writing in this piece was very striking for me. 

   Reading about individuals and the struggles they face, but also the vibrant community

   that they create regardless was very intense. The most striking moment in this piece

   for me was when the author says “There’s a whole world out there if you know it's there, 

   if you can see it. But they’re in a cage. They cannot see”, its such a true and powerful 

   statement.

    

3. Finn’s Literacy with an Attitude

1. This article really captured the essence of what Ive been learning throughout this class 

   and others. The systematic inequality that exists between social classes and the 

   difficulties it creates. The huge disparity between the opportunities that students from 

   different classes have access to. I hope that in the future we will be able to rectify this 

   inequality and make it possible for every student to have equal opportunities to succeed. 

    

Gender Nonconforming Students: RI policies- Reflection of sorts

    Gender seems to be plaguing me of late, and as such, this week's reading and video were quite relevant to my life. Gender equity and LGBTQIA+ issues are very important to me as I am immersed in the community that they affect. As an out queer student from eighth grade on, I had more than a few unsavory interactions with other students and even teachers at my schools. Being a queer kid is confusing and can make you feel like you are doing something wrong or, at the very least, something out of the norm, just by existing.

    Support from school staff, queer inclusion, and effective tolerance education are incredibly important for creating an environment in which all students feel safe and are able to fully engage with their education. Educators being aware of these issues is paramount to the health and safety of queer students, so reading the guidance for gender-nonconforming youth gave me some joy that there is an effort to communicate that to teachers. It has all of the components it needs including, most notably, the list of relevant definitions. Simply the language to understand and refer to the experience of trans youth is integral to having a healthy relationship with the topic. This is also why books like He, They, She, as Easy as ABC are so important. Giving students the language that they need to be able to express their internal view of themselves, whether related to gender or otherwise, is a large part of what we, as educators, should be striving to do. 

    Having experienced my own complicated relationship with gender and witnessed the struggles that my transgender peers and friends experience, I feel it is important to underline the importance of access to language. My partner is transgender, and she has expressed on countless occasions how much she wishes that someone would have told her the words she needed. She didn't have any access to the community or knowledge of genderqueer people beyond the media until her mid twenties and feels that she wasted a lot of time being unable to work through the complicated emotions that are connected to the trans experience. Having seen the regret and upset that this has caused her, I urge all of my fellow educators to try to incorporate queer representation in their classrooms. This does not mean sitting down and giving a lecture on gender, but simply including relevant information in your class. This can be as simple as assigning a reading written by a queer author and mentioning their identity in context to the material, it can mean showing art created by or concerning the queer community, it can even mean simply having the inclusive pride flag on your wall or a sticker on your laptop. Letting students know that you are creating a safe and inclusive space could save their life. 

     I've already written far more than I intended to when starting off with this post, and I regret that I did not post on time and as such this will likely only be read by myself and Professor Bogad, but I still feel it was good to write. 

    If anyone would like to discuss this topic with me at length or have any questions about the community and our experiences, feel free to reach out. My email is abarnes8472@gmail.com 

Hehir: Eliminating Ablelism & Butler and Taylor: Examined LIfe- Extended Comments

Hi Megan!

I really enjoyed reading your post on Hehir and the Judith Butler video. The way you explained the information was very concise and definitely helped me connect better with the information. Reading the Hehir piece was a little difficult due to its length and density, so I found it useful to have other’s posts to help explain.

I picked your post to respond to because you and I seem to have found similar merits in each assignment for this week. I too thought some of the most profound information in Hehir’s piece was the discussion on how people with disabilities can be put at a disadvantage when they aren't given relevant education. The need for teaching people the best ways that they can interact with the world is present in all classrooms, but is doubly important for people with disabilities. This pervasive idea that people with disabilities have less skill and ability is so damaging. In addition, the discussion on the importance and value of an integrated classroom is so important! As an art educator (which I of course look through the lens of) I believe that integration is essential to the growth and development of artistic talent and knowledge, as well as representation of artists from all backgrounds and abilities. If youre interested, you should check out this article on one of my favorite ceramic artists, who happens to have lost his vision, Felice Tagliaferr. https://www.bbc.com/news/blogs-ouch-29837275 Anyway, one of the most powerful sentences in your response was the following “...there seems to be a present narrative that disabled peoples' impairments are solely hindering, and therefore they are "less than'' as people, with their accomplishments being the only thing that displays their value.” This idea of disabled people having to work twice as hard to be seen for their accomplishments, and that when they accomplish something they are applauded for “overcoming” their disabilities is a pivotal idea in Hehir’s work.

Once again your comments on the Examined Life video were spot on. The thing that stood out most to me was the idea of “impairment” and “disability” being distinct in their relation to society. The viewpoint of “disability” applying to the social ramifications of impairment rather than the physical aspect makes so much sense, though I never would have considered it on my own. One thing that I found interesting about this video was Taylor saying that San Francisco is the most accessible city in our country, which to me seems bonkers. Having been to San Francisco, I can't imagine that navigating the narrow streets and enormous hills would be particularly easy for those with ambulatory disabilities, so the fact that it is one of the most accessible places shows me that we need to work on accessibility in other cities far more than we do.

Thanks for your post! It was very illuminating and a good read.

Rodriguez:Aria & Videos:Teaching Bilinguals Even If You Are Not One- Main Argument

In his work "Aria," Richard Rodriguez shares his personal experience of growing up in a bilingual household where Spanish was spoken at home, and English was used in his public and school life. Rodriguez takes us through his thought process to explain how people often overlook the advantages of being taught the language of the majority. However, he also reflects on how he lost some of the sense of belonging he shared with his family when they struggled with English together. He mentions that it was beneficial for his teachers to encourage him to learn English as it was necessary for his success in the public sphere, but he also felt a sense of loss when he started primarily speaking English even at home. It is unclear whether Rodriguez was attempting to make a particular point in his work or just sharing his experiences in a conversational manner. However, he does suggest that a dual-language program would have been a preferable option to his English Only experience.  

  Teaching Bilinguals Even if You're Not One" videos, the presenters discuss the positive experiences of being in a dual-language program or, at the very least, not an English-only program. They explain how educators can encourage the use of two or more languages in a school environment to make education more accessible and effective. One of my favorite strategies they shared was having students create drawings that illustrate the languages they think, speak, and hear on a daily basis. I will certainly be incorporating this approach into my classroom!

Finn: Literacy With an Attitude - Reflection

This piece really captured the distress I have been feeling since starting my journey in education. Like many people who grow up in a middle class area in this country, I was, for a long time, under the impression that most schools (at least public schools) had access to similar resources. Finn describes similar experiences to those that I have had since beginning my education at RIC. This post may be a bit less formal than my others as I feel it's an appropriate tone for the subject matter. My point in relating my experiences here is to illustrate how the separation of social classes in schools has a profound effect on our understanding of the world. 

  I attended highschool at one of the top public schools in our state and had what I had thought was top teir education at the time. We were allowed to pick our classes after freshman year and could specialize in a field, we had agriculture facilities, science labs, art studios, a digital music lab, a car mechanic track, even a couple 3d printers. By all accounts, my school was much better off than other public institutions in the state. From there I attended the community college and found it to be quite similar, though with a much more diverse student base. The community college offered me my first look through the eyes of people who grew up in vastly different environments than I did. I connected with people of color for the first time, as my highschool was very predominantly white, and was exposed very rapidly to a wide range of information that I had not had access to previously. I distinctly recall a conversation with my classmates in which they told me about all of the stereotypes and creative slurs they had been called in their lives and how Absolutely Baffled they were to learn that I had never even heard any of them. During my time at the community college I interacted with people from all walks of life, immigrant students learning english for the first time, students from affluent families, LGBTQIA+ students, middle aged students getting their first degree after years of working for minimum wage, students of all ages coming to get the GED, and all of them ready to learn. My time at the community college showed me what non-segregated education can be like, it showed me that when you are simply around people who have different life experiences you learn more about everything. If we could integrate the social classes to be educated together there wouldn't be so many gaps in understanding. When I transferred to RIC I found it to be a bit disappointing in this area. There is so much less diversity and so much more focus on surface level interaction. 

 

 Since starting my journey to be an educator, I have toured nine different schools in our state, from poor inner cities schools to montessori to private schools. From my time in this class working in a low income school, I have had my entire world view shifted. The teachers don't answer questions, the students never leave the classroom unless its for the bathroom and they don't have art classes. The paint on the walls is peeling, the tiles on the floor are coming up, doors often cannot shut all the way. The students are rowdy and disrespectful, fighting against what seem like nonsensical rules because they have never been told why the rules are important. My experience in this school has been very similar to that of the schools described in Finn's piece. 

 

 In contrast, during my first semester here I spent a day at the Wheeler school and also had my entire world view altered. Private schools are insane. I came home from that visit and raged to my friends about how grimy the visit made me feel. Not because the school was in any way bad, in fact, it's one of the most incredible learning institutes Ive ever seen; state of the art technology, Virtual Reality headsets for various uses, an art gallery that hosts international artists and talks, catered food for lunches, endless scientific resources and labs, and an entire building dedicated to the arts. It is an absolute dream of an educational facility. What I felt after the visit was a heavy and violent rush of injustice at the decadence of the school. That if these students, clad in designer clothes and Chanel backpacks, were in the public school systems instead then the $58,000 a year that they spend in tuition could benefit so many more people that just the elite. If their parents had to invest in public education in order to ensure that they got a good education, our education system would be so much better than it is.

 

 In conclusion, reading this piece gives a good insight into the ways that education works in different social classes, but I feel it is even more important to understand the value of breaking through those gaps of understanding.