Sometimes people and educators may come to the unfortunate conclusion that by the time a student reaches adolescence it is too late to help that student achieve a “positive development”. They may believe that a student is more malleable and has a greater potential for development at a younger age and therefore by the time they reach adolescence they are already developed and that it is too late. Continue reading It’s not too late: The potential is there
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Juxtaposition of identies
“To behave differently – too nice, gentle, kind, or sincere – meant that he would be vulnerable and preyed upon.” (Sadowski, 2008, p. 24)
In “Joaquín’s Dilemma” the quote “To behave differently – too nice, gentle, kind, or sincere – meant that he would be vulnerable and preyed upon.” (p.24) reminded me of a student that I once worked with while in college. Continue reading Juxtaposition of identies
Silencing – shutting out the uncomfortable
“Students learn the dangers of talk, the codes of participating and not, and they learn, in more nuanced ways, which conversations are never to be had.” (Fine & Weis, 2003, p. 23)
In “Silenced voices and extraordinary conversations: Re-imagining schools”, Michelle Fine and Lois Weis discuss the ramifications that silencing can have on students, mainly focusing on the consequences for low-income, minority youths. One of those said consequences is that students learn that there are certain things that they should not talk about and that especially in low-income schools that a “good kid” is one who is silent and quiet (Fine & Weis, 2003, p. 22). Continue reading Silencing – shutting out the uncomfortable