Dual Existence

The first thing that comes to mind when I think of a dual existence that I have observed in my classroom is the celebration of Muslim and Kurdish holidays by my studens.

Many of my students were Muslim, most of them being Kurdish, they are generally accepted into the culture of the school or at least into their friend groups. I saw this particular dual existence once Muslim holidays began. The students began to fast during Ramadan, which was not generally understood. Many students did not join their classmates in the cafeteria during lunch, why would they? They also did not partake in classroom rewards, such as chocolates, and sweets. I always tried to be understanding of their fast, but as I tried to give the students rewards such as stickers or an eraser, they just balked at me saying "I'll take the chocolate and eat it later." They were nice about it, but there was a twinge in their voices that let me know that my trying to be sensitive was nice of me, but I couldn't understand what they were going through and feeling.

The Muslim students seemed well adjusted to having to explain Ramadan and Eid, but the non-Muslim students and myself seemed less well adjusted to their Muslim existence in a Christian society.

I believe teachers do need more multi-ethnic training, or training related to the different religions and religious practices that a teacher would encounter in their district. I have visited countless churches and cathedrals around europe, but only 1 mosque. I think teachers need to involve themselves in multi-ethnic studies and go out into the community to seek out opportunities to study other cultures.

I believe in the classroom and school teachers can let students of different religions or cultures present what and how they are celebrating in their community. Giving students a chance to present what they are doing and celebrating to the class, so the students can become more sensitive.

I also found a lesson unit about dual existence that would be good for teachers to use with students to explain what is happening with their counterparts. You can find the lesson plan at:
http://www.racismnoway.com.au/classroom/lesson_ideas/20011129_41.html

I believe teachers need to be sensitive to students and their cultural needs. I try to do that everyday in my classroom and hope to get better as I better learn the needs of my students.

Blog #3 - Chapters 6-7

"All the time I thought I was going back [to Atolinga]. Imagine all the energy that uses up-all the time you're thinking you're going back. It keeps you from growing and involving yourself in life here." (Quinones, 2007).

It crushes the heart and soul of a person when they cannot fully establish roots somewhere because they are thinking they will be leaving. There may not be a definite date, but it will happen. I feel the thought of never having a "home" to call your own would be awful. Reading in Chapter 7 how the people of Atolinga had made lives for themselves in Chicago, but always kept the dream alive to take their earnings and their families home to Mexico.

I believe the pain that people would feel from not being able to put down roots would be terrible. These people went so far as to have houses built in Atolinga, so they could eventually return, but most never did.

In Chapter 6 the way the opera came to Tijuana was very interesting. I believe the situation of the people of Tijuana was very interesting, many people living in Mexico went to the United States to work, but lived in Mexico. I believe this could be considered "The best of both worlds." They could stay in their country, with their families, and work in the United States.

I believe living in a country different than your own is hard enough, knowing that you were going to leave and understanding that you would never need to put roots down is by far much worse to me. When I lived in Austria, because I knew I would be losing my Visa / Work Permit to stay there, I always remembered that I would be back in the United States within 2 years. Not being able to put down roots or feeling like you cannot put down roots inhibits how you socialize and dictates how you act. The Atolingans lived their lives in the US, knowing they would be able to go "home", once or twice a year - never actually making a proper home for themselves.

To live without a proper home is terrible, living in limbo, waiting to leave, wondering if you should stay...

Antonio's Gun and Delfinos's Dream #2 - Chapters 4-5

Dogs Playing Poker - one of the classics at the Velveteria

http://harrietbaskas.com/wp-content/uploads/2008/06/dogs540.jpg&imgrefurl

Who would have thought - velvet paintings were mass produced in the 1970's in the Mexican cities of Juarez and Tijuana.

After reading Chapter 4 of "Antonio's Gun and Delfino's Dream" I began to think about my own experiences with black velvet paintings, and I don't have any. My childhood home may have had one or two, but I am a child of the 80's with no recollections of black velvet paintings to call my own.

Chapter 4 did bring up some interesting pop-culture ideas for me though. Many a Travel Channel host has been through the doors of the "Velveteria" in Portland, Oregon. To see clips visit http://velveteria.com/ and to also see all is the Velvet Store.

So, one might say velvet painting painting is having a renaissance of sorts through hipsters who worship the popularly disdained and discarded pieces of art and Travel Channel hosts looking to find something weird and wacky to attract more viewers to their show.

Just as my previous post my teacher would like me to answer some questions regarding the chapters we read from the book.

What are your thoughts regarding this art form and how it relates to economic conditions?

I believe this is an under appreciated form of art. From reading the story and viewing different paintings I find that this is a form of art though it is not appreciated as such. I believe the artists did not receive credit for what they accomplished because of the "assembly line" style in which they worked. But, this is how many paintings and pictures are produced in Europe as Americans hoard the art they find sold by street vendors, much like velvet paintings were sold in the 1970's.

I believed this art form once lifted the people of Tijuana and Juarez out of social and economic troubles when it was popular only to leave the people there once again as velvet paintings were no longer chic. The people of Juarez were left with the "assembly line" way of work, which lead to the maquiladora which we see today lining the border between Mexico and America. Thus leading to the harsh working and living conditions that we see in these maquiladoras. Doyle Harden, his business associates and painters could never have imagined that their work may lead to these terrible factories, that line the border today.

Think of the culture tied to the paintings. How would you respond to an ELL who is ridiculed when he or she shares this family tradition within the school environment?

My first response to this question is I don't know if a student would necessarily be ridiculed for sharing this art form at school. In my experience students have been more inquisitive about different forms of art rather than negative towards it. I don't know if young students would have any idea that black velvet paintings are considered low-brow in today's society.

But, if a child was ever to share any part of their culture I would first have expectations in place for students about sharing. Students would already know that when anyone is sharing in our class that they may ask inquisitive questions to help them understand the culture being presented. Students would also understand that they may not judge or make fun of students for any ideas they share with class.

If a child were to be ridiculed even after that, I would remind the class of our procedures and that when someone shares their culture we make sure to respect what is presented, even if we do not like it. Those kinds of moments can turn into teaching moments where you show students how to be respectful without liking something, a huge lifeskill.

I really enjoyed reading about this avenue of culture that I did not realize had roots in the border towns of Mexico. I have a new understanding and appreciation of where black velvet paintings came from, and what they mean to our culture today.

Patriot Portrait Collectibles
1954 Berkshire Drive , Fullerton, CA 92833

Antonio's Gun and Delfino's Dream - Blog #1

Well, I have just completed my first reading of the first 3 chapters of the book "Antonio's Gun and Delfino's Dream." All I can say is "WOW!" This is an amazing book.

My teacher has asked us to answer the following questions:
1. What is your position of the current state of immigration?
2. Do you have any suggestions for immigration reform?

But, first I have to answer the questions reading this story made me ask.
1. How can I relate this story to my own?
2. How does this help me relate to my immigrant / migrant students?

I will answer my questions in the short form.
1. I can relate to these situations being a young person and looking for more with my life. Just as the case of Delfino in Chapter 1 I left my country to find more for myself and for my family. I wanted to learn and find a good job for myself.
I can also relate to Chapter 3 and the town of South Gate. When I was living abroad in Austria, I was there during a large parlamental election. Because of my visa situation, I could have registered and voted as an Austrian. But, I found myself feeling, as I imagine, like many of the immigrant residents of South Gate, I asked myself "Who am I to vote in their election?" I was also asked by the people of my village if I would vote and told that maybe it was not my place to form an opinion about Austrian politics as I had not been raised in their political system, nor did I truely understand their political system. I understood their concerns, and I truely felt that I could not make a judgement on their party politics with a less but fluent understanding of their langauge. I imagine this may have been how many of the residents of the town of South Gate. They did not understand the system or who to vote for. I can understand how they progressed from non-registered voters to fully understanding the American system and wanting to change their current political situation. I found this story particularly fascinating.

2. I feel that to understand where my students are coming from I must open my ears and close my mouth. I have to listen to their stories and listen to their actions. From reading these first three chapters I have gained the understanding that my students though they may be mainly from 1 region of the world will have already had very different life situations in their short 12 years, and I have to be open to hear their situations and see where they are coming from.

Now, to the questions my teacher posed.

1. I feel that the current state of immigration is in shambles. People seem to either be on one side of the fence of the other. People either accept immigration or want to build a wall to guard against people illegally entering the United States.

I feel that my family came here to find a better life, why can't other people do the same. I feel that immigration is happening because people have no other way to support themselves and their families and leave their homes because of necessity. I believe that if someone is so desperate to make their lives better that they will leave their homes and families, sneak into another country in the trunk of a car or pay a coyote to walk them across the desert, come and live in America afraid of police finding them and working for a small wage, then more power to them. There is obviously a need in their lives to do so and I can understand that. I believe that there must be something that we can do for people so they do not have to leave their country and family to make a life for themselves.

2. I believe that immigration reform needs to first happen in the minds of people who do not believe immigrants should come to America. I believe that we as a first world nation need to be more compassionate towards people who have less than us. We need to understand that most people are crossing the border to make their lives better, not to ruin the America we know. I believe if we become more compassionate towards the people of Mexico and help Mexico's economy recover from the many economic problems it has had. I also believe we do need to have some sort of documentation and taxation system for immigrants. We need to give immigrants a chance to come to our country and make a new life for themselves, but also to contribute back to the place where they are working.

I hope at some point there is positive immigration reform that helps all the parties involved, Mexico, the United States of America, and it's peoples.

SI SE PEUDE..

And if you read this and have not read this book, pick it up, it represents a part of our world to which we are not normally exposed.

Blog #1 - let's give it a shot!!

Hi my name is Jen and I am writing this blog for my YOED 6020 class, where I am studying ESL Teaching methods.  I will be responding to a book called "Antonio's Gun and Delfino's Dream".

A little background about me.  I graduated from Boise State University in 2005 with a B.A. in Spanish and Secondary Education.  I am now studying for an M.Ed. from MTSU.  I have taught in ESL in Puerto Rico, Austria and Idaho.

I love to be outside hiking, biking and playing Ultimate Frisbee.  

Thanks for following my blog and look for some more posts soon!

JEN