What a thought-provoking and educationally relevant chapter! From the first story by the author regarding the principal's lack of knowledge regarding the correct demographic figures of the school, it was very shocking to me to read about the faculty's seeming lack of investment and care of the students and the school. However, after reading about their educatonal value of "seeing students as all the same," it almost makes sense. Not that I am condoning a lack or care or investment, but the general disbelief of treating students differently and drawing attention to ethnic differences by promoting programs and differentiated instruction is understandable. Olsen states "because they believe that teaching in a diverse setting implies stressing commonality and a common single knowledge base, it is no wonder that they do not see the need to make accommodations to their teaching as the population of students changes" (Olsen 181).
Diverse settings are a hot topic in education and methods courses and circles everywhere today. We are always taught as education students that we need to be aware of diversity and promote as best as we can but Olsen makes a good point above. She also mentions how the principal of Madison believes that the school treats all of the students the same, but in doing so when they have different needs, "produces inequitable access and outcomes" (Olsen 183). The viewpoints presented in this chapter are very thought-provoking and beg for discussion of both sides of the spectrum. Should we be treating students all the same? Traditionally, yes, because all students should have equal opportunities. Should we be treating students the same? No, because each student is a different person and learner and needs to be taught and handled in the way they learn best in order to gain the best outcomes and opportunities. But in doing so, we, as Olsen above states, produces inequitable outcomes and access. But is this necessarily a bad thing? Olsen makes use of quotes of a few different teachers who explain that for some students, the best thing for the or what they best need is to get a basic education and "just get along." One teacher explains: " They're good kids, and we're a good high school. They're going to graduate from here and do the same kind of jobs their parents do--nothing fancy. Some will shine and go on to college, but most don't" (Olsen 176). This begs the discussion of whether or not this is a bad thing, that some students just want to get through high school and out into the real world. This reminds me of a certain part in the movie October Sky (check it out, it's great) where a teacher is defending four students from a small mining town in West Virginia who are trying to be in a science fair. The principal is reluctant to believe in the students, saying that most of the kids who graduate from the high school are just going to be miners, maybe if they're lucky a few will get football scholarships, but not much else. I think as educators it is important for us to believe in the students of course, but also to remember to be open to their needs, and maybe, as the mentioned teachers at Madison think, excellence may not be one of them.
...What do you guys think?
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