Language and Power

Linda Christensen’s chapter on Language and Power challenges the ‘normal’ ways of teaching and the systematic ways of the educational institutions. In her chapter she describes an activity that empowers stories of real people who have struggled with their true background and the harsh realities of racism and sexism [A complex sentence with a relative clause that begins with a relative pronoun]. I did not completely understand the action of the process until we did it in class. It was mind blowing. I have always taken CES (comparative ethnic studies) but since I am privileged I have never been able to see or even set myself in a setting where I represented someone who had struggles within the educational institution. I really appreciated the exercise because it opened my own eyes and my peers seemed to like it as well, which makes me want to use it in my own classroom some day [A complex sentence with a relative clause that begins with a relative pronoun].

For extra credit, I was able to go to a conference event on campus where we watched White Like Me, a movie describing a white man’s life but realizing his privilege a discussion the issue of racism. He describes ways to overcome language and how to make a stand against words and hate. I think teachers need to first educate themselves about CRT (critical race theory). They then can see the potential they hold as superiors but also as peers. If you can change your own language into a neutral and safe environment then your students are most likely going to follow that trend.

As a teacher I may face the reality of racist or sexist students that may come from that background. I need to address the problem that the student is having along with addressing the issue with their parents. Of course this is hard for anyone, but I need to show and stand by a setline in my classroom and state that there will be no racist or sexist or even gender-ized language. I cannot make rules completely outside the classroom but if it starts somewhere then it should start in my classroom or all classrooms. Not all people will follow what I set in my classroom but I need to really stand up what for what I believe in. Even though what someone thinks may be unfair and unjust but they have the same rights to think the way they do and how they express themselves- just like I do.

Christensen’s article helps me think about the curriculum that I might teach by changing what I may teach [A complex sentence with a relative clause that begins with a relative pronoun]. I can use different language and set language barriers so that it lessens chance for oppression-istic words.  I would choose material that sets the stage for real life situation that students can relate to and can open their eyes to. I would choose specific works that students can be influenced by so that they can see their own potential as people and writers.

I would even like to use the Tea Party activity in my own classroom to set the stage for what I expect. As a student I appreciated this activity and I can see the change and influence it could have on my own students.

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I experimented with the pattern with using a complex sentence with a relative clause that begins with a relative pronoun such as that and which. I have never thought or have gone over the proper use of that and which and when we went over it in class; I was stunned because it was actually really interesting…and useful. I hope I used the pattern correctly! It is still kind of iffy for me but I read over my work and tried to double check if I used it correctly but I think I did J