Paper Example on Uplifting Lives: Community Education's Unseen Role

Introduction

Pedagogy can be described as the coming of theory and practices (Darder, 2012). Some of those who practice it calls it "community education." I believe that from the past, community education has been the only way of uplifting the lives of the underprivileged society. This fact disqualifies the notion that parents have, in the past, discouraged their children from pursuing education dreams. I think many have sacrificed their wealth and have struggled, toiled, and done hard work in the motive of paying college fees for their children. There has been a struggle to improve the way of education, trying to eliminate racism to enable everyone to have the same privileges. The rate of bicultural students who drop out of school is estimated to be 50 percent and sometimes higher than this.

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My point of view is that, of those bicultural students who make it to graduate and join college, less than 50 percent merely attain their degree. A report by Education Trust shows that even though the bicultural students have achieved more degrees, the gap between them and the whites has increased significantly. Yet the difference between their incomes has doubled. I will say that I think this the main reason for this gap between these students (bicultural and the whites) is due to nature, that is genetics and environment. I believe that the fathers of philosophy were right, saying that every human was born possessing unique traits that define them.

In the United States, the gap between whites and their counterparts is due to environmental concerns. However, it is said argued that intelligence can also be inherited. Other philosophers, yet say that the underachievement of the not-white students is caused by the environmental impact around them. Both the genetic and environmental theories place the academic responsibility of the student. After several studies and efforts to liberate education, it is clear that a tiny percentage of bicultural students move a few steps higher than their low earnings, which also showed that only 12.6 percent of the United States' white population was deficient.

I think the efforts made in the 1980s to liberate the inequalities faced opposition from the political movements (Darder, 2012) was when the public education funds were embezzled into individuals' pockets. The American pedagogy falls into categories which are the conservative and liberal. Both this emphasizes that education is free; thus, every student should be given a chance to compete with others. However, this has caused isolation and economic imbalance. Conservatives are the ones that want the system to remain as it is, while on the other side, liberals are the ones who have seen the weaknesses of the system that need change.

The conservative educational discourse is the solemn aim of maintaining social and economic status based on institutional values and associations(Murray & Christison, 2019). A great value that uplifts several forms of inequalities is that of the current hierarchical structure of the community. It is the agreement that students from well of families will end up being successful compared to those from underprivileged families. In the USA, the most influential politicians are those who have a lot of resources and wealth. I think this is why most wealthy families ensure that their students become successful in school to be in a controlling position and ruling of the less privileged. The bicultural students are meant to understand that in society, they will always be at the bottom of the dominant class/society.

The liberal education discourse strongly calls for equality regardless of race or social class. It terms the student as the primary participant e throughout the learning process and gains skills and knowledge with a solemn aim of becoming a better person in society. Both the teacher and learner were perceived as manufacturers of values and truths. This discourse has brought up equality and justice, thus eliminating all the inequalities that were there in the system that failed to address the issue of equal opportunity to all students regardless of race and social class.

I believe the evaluation of the United States schools can't be complete without looking at the education system ways that were formed by the ancient pedagogical values. Different education practices have led to the failures of bicultural students. These practices made an effort to ensure that no child was left behind, ensuring every child should be given an education opportunity

(Murray & Christison, 2019). Most of these talented students come from the dominant society that forms the basis of the skills a student must be successful as a person who deserves a present. The critic side of this is that it only focuses on specific colors, richness, and type of sex. It forms ways of how the dominant class controls the form of education and creates leadership vacancies for their students.

I think intelligence testing has mostly contributed to the failures of bicultural students and the coming up of value-free scientific tools that are used to test intelligence. The data obtained from this test based on what students bring with them to the classroom has been used to control them and their achievements in U.S. schools. I.Q. has been used to determine the place of students in society. I will say that this has got most educators have fixed determination about a student's intelligence capacity.

I believe that tracking and ability grouping was a bad practice. It entailed a cluster of students into different classrooms based on ability or. Without a doubt, monitoring has contributed significantly to the underperformance of bicultural students. It causes discomfort in the sense that it could place children from low earning society in one same class and those from high earning class in the other. Also, it goes hand in hand with teachers' expectations; teachers are more likely to have negative expectations for the bicultural students than the dominant class children. In tests andexaminations, the teacher may favor students from the dominant class and award them more scores while awarding low grades to bicultural students, which influences how teachers' pay attention to their students. A teacher tends to give more and deliver more to students from the dominant society as compared to what they provide to bicultural students. The level of interactions also differs due to the expectations of the teacher. The teacher's negative expectations affect students at the bottom more than those in the middle and upper classes.

The curriculum has been discussed over the past. By definition, the curriculum is what is offered by an institution, a program of courses, and the methodology of teaching and learning. The traditional curriculum favored some form of knowledge and valued the dreams and desires of a group of students over others. It discriminated against the bicultural students based on their color and sex. The traditional culture only favored the dominant culture and its values. Students learn in community schools based on a set of laid ways that will give them skills-oriented outcomes. The dominant society makes steps in the knowledge that form the curriculum and how rewards based on success is awarded in schools.

The hidden curriculum materials were made in such a way that they influenced the dominant students to power. There have been political forces that have struggled to eliminate curriculum materials whose knowledge doesn't support or oppose the interests of the whites' society. The hidden curriculum portrays how students are viewed in schools and an organization based on sex, color, and social status. Studies have revealed that social studies materials used in community schools contain content that hails the dominant society. In Texas State, they changed the curriculum in such a way that in divides students into groups that favor those in power. Texas being among the large buyers of learning materials in the U.S., this change is likely to be implemented across these other states' learning materials. The move also saw the country being referred to as a republic rather than a democracy. The board of education made many changes since they had anonymous support in the board members having ten on their side out of the total 15.

It is saddening to note that despite the curricular content has been altered and changed, teachers still view and categorize their students in terms of social status and race. The era of Obama's rule has seen the state reach an after-racial stage where students from the oppressed societies have continued to underachieve more in various aspects. They still do low-earning works; they are the ones that form a more significant percentage of the unemployed population. If you walk into the prisons, there is an alarming rate at which these underachieving bicultural and oppressed communities flock the prison cells due to many crimes. This gap between the educational success of the whites and the bicultural students is caused by some practices form the past, academic practices that have seen to cause inequalities to the American education system.

In conclusion, It is because of the different teaching approaches that the students from the dominant class learned how to abide by guidelines where they challenge the teacher's teaching according to their views. In contrast, those from the low level, namely bicultural students, use complex books, and their participation in class was mocked instead of being appreciated. It is because of this practice that high-earning bicultural students have not been recognized or able to relate with other kids well, which makes them powerless vulnerable in society, not being known, and making the white students more powerful than them.

Methodologies of Teaching English Language: SIOP Model

Sheltered Instruction Observational Protocol (SIOP) is a technique of instruction that bases its concepts on research that addresses English language learners' needs. The model combines the teaching strategies with instructional components to ensure and enrich ELL students' language and content needs. This essay is a response that highlights all three methods of ELL instruction, effectiveness, and student-engagement presented in elementary, secondary, co-teaching, and language experience SIOP models.

From the videos, students are engaged 90-100 percent throughout the lesson, which enhances their activeness and paying attention to the teacher. Students are given a chance to participate; they ask and answer questions throughout the lesson, thus facilitating their understanding. Students complement each through active engagement in a group discussion with fellow students. The teacher's use of appropriate pacing: not too fast nor too slow, ensures that there is no destruction of the students' attention.

In terms of effectiveness, this method makes a positive impact on students. The content is well delivered through the active involvement of the students with the teacher, ensuring understanding. The effect of involving students' participation ensures the lesson does not become tedious or boring. The teacher-student involvement in the asking and answering questions strengthens the bond of friendliness and functional relation between these two, teachers, and students. This model enhances the students' thinking when answering questions. The teacher uses supplementary materials to a high degree, ensuring the content being delivered is well understood. The use of extra materials makes students able to articulate what they have guessed by the end of the lesson.