Blog #5 Teachers Living Wages

Teachers’ living wages are important in a state’s effort to retain and attract potential teachers. When comparing a teacher’s living wage to the cost of living the numbers differ greatly. Cities that are regarded as having higher salary wages fare below average when the local cost of living is determined by prices for a basket of consumer goods and services. Prices for housing, groceries, utilities, health care and so forth vary from city to city and region to region. (D. Georgiou, P. Villarreal, M. Moore, 2005) Determination of teacher pay is a combination of years of service, level of education and continuing education credits. Traditionally the teaching career compared to other fields was seen as not financially lucrative. It may surprise you that the average teacher's hourly wage is very competitive with many professions, including private sector jobs such as accounting. In many districts teachers are also paid for the extra hours they spend in professional development training. Besides the base hourly rate, there are many other ways teachers are able to supplement their income - tutoring, coaching, summer school, and more. (Teacher Portal, n.d.)

In Tennessee and other states another benefit for prospective and current teachers are The Teacher Next Door Program sponsored by HUD, that offers 50% off the sale price of single-family houses, condominiums, and townhouses to teachers who are willing to live in low to moderate income neighborhoods. Also teachers who teach in low-income schools may qualify for The Stafford Loan Forgiveness Program for Teachers. Teachers can have up to $17,500 in principal and interest on their FFEL and or Direct Loan Programs forgiven or cancelled. Considering the what the totality of what teachers are required to teach, manage and provide to this diverse generation of students, they deserve all these benefits respectively and more!

References:

D. Georgiou, P. Villarreal, M. Moore. (2005). NCPA Article.
Teachers Cost of Living Matters More. No. 535
Website retrieved 11-7-2011
https://elearn.mtsu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=2975445&tId=19133317

Teacher Portal Website. (n.d.) Teacher Salaries. Retrieved on 11-7-2011
http://www.teacherportal.com/salary

Blog #4 Immigration

Immigration

Upon reflecting over the debates concerning the need to incorporate curriculum that is multicultural, the issue has far more implications and adjustments than realized. Though I agree with inclusivity, I’m concerned with the manner of how this should take place. Will learning a foreign language be a part of the requirements to teach in public schools? Will the students of the dominant culture lose or be disconnected from American History (past/present) as we know it for the sake of diversity? How can we protect English only speaking educational leaders from unfair job opportunities and discrimination during this new immigration movement? In my opinion these are valid interests that could shape the very fiber of education and centralized schooling. But in order to abide by the very laws created by the United States in our constitution we must seek to explore ways in which school officials can affectively incorporate what’s fast becoming a new immigration. The dominant culture will always be the determining factor for why ratification and reconstruction of the current educational system is at hand. The possibility of losing one’s ethnic identity or cultural relevance by accommodating other races is highly unlikely. In fact, the room to edify or enhance ones communal ethnos would increase with the implementation of educational materials that teach and welcome multiculturalism. According to the Core Knowledge Foundation such a program is plausible. Classroom learning cannot go forward effectively unless all students in the class share some common points of reference. A consensus is building in the United States that this shared, school-based knowledge should be (especially in the areas of history and literature) far more multicultural than it has been in the past. It is possible, of course, to hold a kind of dual citizenship, to be part of both one's particular ethnos and the larger cosmopolis. The difficulty begins only when one asserts the mutual exclusivity of ethnos and cosmopolis. (Hirsch Jr., 1992) As long as humanity continues to procreate new ethnicities and races are being born. Therefore the call to reform American education is urgent.

Reference
E. D. Hirsch, Jr. (1992). Core Knowledge Foundation. Toward a Centrist Curriculum:
Two Kinds of Multiculturalism in Elementary School. Website retrieved from
https://elearn.mtsu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=2975445&tId=19133313

Blog #3 Multicultralism

A 'multi-cultural society' oppresses migrants. Despite what you have been told at school (and at home), it is simply not necessary to have "culture". Far from being sacred, it is a political choice, a choice advocated by nationalists.(Nation Planet,n.d). This phrase strikes a certain truth if you analyze its content. When the author says there is no need to have culture, my mind see this as an avenue for a nation to welcome the sacredness of one’s culture without mandating laws that impose or force others to embrace its principals. For instance, an English speaking educator should not have to learn to speak Spanish in order to accommodate those few students who speak the language. However; the benefits of being bilingual are far more precedent now with the reward of effective communication and lends a helping hand to an entire community and vice versa. In order for us to live in a world that has become increasingly diverse, we must respect the decision of others not to conform to another’s culture in non discriminatory, abusive ill manners. The writer raised a concern that this could very well be used a political maneuver to re-segregate nations of people keeping them bound by their own cultural contract.

From the history perspective of multiculturalism in American history Samuel Taylor in his article The Challenge of 'Multiculturalism' In How Americans View the Past and the Future had some interesting arguments that are relevant as it pertains to diversity. He said "Multicultural" history was therefore to be a broader, more inclusive history that would give every American his rightful share of America's past. At the same time, "culturally relevant" history would keep blacks and Hispanics in school and stop them from dropping out at ever-increasing rates. (Journal of Historical Review, vol. 12) There were more underlying issues than textbook history that impacted the dropout rate of blacks and Hispanics but for the sake of this blog, his assumption is noted. Why not include histories from different cultures in textbooks as some immigrants and natives would not be here if land had not been taken, generations murdered and human rights destroyed. For K-12 the indoctrination of how they came to become Americans should be important enough to dedicate a couple of chapters to. At the college level institutions ought to offer courses that will allow further study into a specific culture as an enhancer, affirmation of relevance and professional development in order for persons to make successful attributions to our society.

Books like The Brigade and The Turner Diaries have their place on the shelves in the homes and libraries of people who believe that America should continue to be dominated by Euro-centric ideology and all other races and cultures should be destroyed. It’s very books like this that ignite the fire of people born and bred to hate and conquer all other nationalities that don’t look like them. Yes, it is true that Whites are becoming the minority but not because another race is taking control of the world or forcing them into slavery but because the world has become neither black nor white but a mix of colors that could eventually only be defined not by culture, race but simply humanity.

References

Why Multiculturalism is Wrong (n.d.) Nation Planets. Website retrieved from
https://elearn.mtsu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=2975445&tId=19133307

Samuel Taylor (n.d.). Institute for Historical Review The Challenge of 'Multiculturalism' In How Americans View the Past and the Future. Source: Reprinted from The Journal of Historical Review, vol. 12, no. 2, pp. 159-165. Website retrieved from
https://elearn.mtsu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=2975445&tId=19133305

Blog #2 Religion in Schools The Debate Heats Up

Graduating from one of the finest bible colleges in Nashville, American Baptist College, this discussion hits home for me. To make a long journey short, I do not believe that religion should be taught in school in the sense that the educational leader/s attempt to convert students to a specific denomination. However; I would not be against teaching religion as a curriculum for the purpose of understanding history, government, sociology, economics and politics as this played a significant role in the way America was founded. The Bible, The Koran, Confucian and all the other great books of past religion has a story to tell and has influenced the way we think, act and feel about each other, different countries and politics. Might I add that Christianity is by far one of the biggest gangs of religious–politics that has, in my opinion, bullied people, societies and governments for years. This all mighty truth (The Bible) was used to justify slavery, perpetuate male dominance, silence and discourage women and used to continue gay/lesbian bashing by preaching rhetorical homophobic sermons. More prevalently it has been used as a tool to manipulate people to support the lavish lifestyle of the pastor while members of the congregations and their families are struggling day to day just to make ends meet. Studying the Bible, Gandhi, Thurman and King opened my eyes and allowed me to appreciate the religion of other cultures. No, good people,I am not against the Bible. I am against those interpreters of the bible who use it for idolatry, to control, oppress and force their beliefs and religious views upon others. In the introduction of his book entitled How the Bible Came to Be, John Barton’s statement confirms Christian ideologies and thoughts concerning the Bible. He says, the idea of ‘Holy Scripture’ seems to contain within it this implication of completeness, fixity, and stability. The books of the Bible are experienced as a given, and their authority lies in the fact that it is God who gave them: they are not in any way negotiable, and they cannot be questioned. Listen, the bible can be preached and taught in such a way to encourage, uplift, edify and spiritually fulfill those persons from all walks of life. No one can stop you from taking a moment of silence to pray or reflect on issues of life. People of authority can however; choose the content of textbooks that will be used in school districts forcing students not to question or consider weakness or flaws in not only Darwinism but history, science, economics and any other curriculum. Some parents who spoke before the board said that their children had been intimidated and ridiculed by biology teachers when they questioned evolution and that there is nothing wrong with debating a theory that is not proven fact.(Calefati, 2009) Not allowing students to argue or debate theory is a disgrace and a mockery of every aspect of learning, education and leadership.
References

Barton, J. How the Bible Came to Be. 1998

Calefati, J. (January 22, 2009) Religion in Schools Debate Heats Up. US News On Education

Website retrieved from https://elearn.mtsu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=2975445&tId=19133302

Blog-1 Innovators/Makers of Education

Innovators and The Real “Makers” of Education
As a student and seeking a career in the teaching profession, information such as this motivates me to pursue this noble position. I can see now why the rise in home schooling and charter schools are gaining popularity. The education and training of faculty and staff of public schools has never been more urgent. Ironically those things that have been created to do harm for our children can be used a tool to redefine education. Like Brown and the other 12 Topeka families they possessed the courage and strength to stand against a systemic dynasty that threatened their constitutional rights as people and citizens of the United States. The Brown vs. The Board of Education case allowed not only African Americans to access equal education but paved the way for the diversity of students and educators we see in place today. Even more intriguing is Henry Ford’s creativity and gift to generate assembly lines and mass produce automobiles in America that led to factory jobs for Americans. With little to no education people could take care of their families and retire from production companies and factory jobs with benefits.
The innovators are those who felt a desire and purpose to enhance the lives of families and citizens economically and socially through training and education. The “makers” proved that centralized schooling isn’t necessary to create brilliant, intuitive thinkers and dreamers who can globally impact our world for the good of human kind if given the opportunity to do so. Brown and Ford are examples of what great and magnificent accomplishments can happen if you have the courage to go against the grain and stay focused on the mission at hand because once it’s succeeded all who are willing can benefit from your ingenuity!