Annotation II
0:21-0:25 Speaking with a Nigerian accent. My general philosophy for a very longtime had been “when you are in Rome behave live the Romans.” Hence, knowing that my Nigerian accent was explicit marker of my identity I sought to change it in order to blend into the American society. As a result, I bought an accent reduction DVD and made plans to enroll for elocution classes during the summer in preparation for my student teaching semesters. However, I realized that changing my accent felt like I was rejecting an important aspect of my identity. It seemed like I was judging myself as being not good enough to fit into a western society. So I chided myself to reject every notion of neo-colonialism and cultural imperialism by deciding …show more content…
My students felt obligated to constantly interrupt my lesson instruction to correct my pronunciation of certain words. Fortunately, I had anticipated that I would run into such difficulties (1:57-2:17), so it became a teachable moment to give my students the first dose of my pre-rehearsed lesson (2:25-2:57) on acceptance of diversity and civility. Validating my aforementioned action, Delpit & Dowdy (2002) say “since language is one of the most intimate expressions of identity, indeed, the skin that we speak, then to reject a person’s language can only mean we are rejecting him.” (p. 47). Furthermore, above assertion supports my newly found belief not to code switch (in terms of spoken language) but rather, project my African heritage …show more content…
This sense of entitlement empowers referenced kids to make rules work in their favor while poor or working class children display constraint in their interactions with institutional settings. Consequently, by reading the book –Unequal childhoods, I am reminded as an educator, to purposefully and deliberately plant a sense of entitlement in the lives of students I perceive lacking in that aspect. Though my proposed action could be considered debatably by some people that would argue otherwise, I strongly belief that a sense of entitlement is a critical component of emotional intelligence, a skill that plays a huge part in making a person successful. If I have been entrusted with the responsibility of making my students the best they can possible be, then I am morally obligated to empower them with the certain skills that give them advantages in the larger society. If privilege can be loosely defined as something that is not earned but puts you as an advantage, who says that poor or working class children cannot be or are not privileged? 0:48- 1.01. I am example of a working class child from a developing country who because of my sense of entitlement has struggled to earn the capital of elitism and tap its benefits, in order to climb the ladder
0:21-0:25 Speaking with a Nigerian accent. My general philosophy for a very longtime had been “when you are in Rome behave live the Romans.” Hence, knowing that my Nigerian accent was explicit marker of my identity I sought to change it in order to blend into the American society. As a result, I bought an accent reduction DVD and made plans to enroll for elocution classes during the summer in preparation for my student teaching semesters. However, I realized that changing my accent felt like I was rejecting an important aspect of my identity. It seemed like I was judging myself as being not good enough to fit into a western society. So I chided myself to reject every notion of neo-colonialism and cultural imperialism by deciding …show more content…
My students felt obligated to constantly interrupt my lesson instruction to correct my pronunciation of certain words. Fortunately, I had anticipated that I would run into such difficulties (1:57-2:17), so it became a teachable moment to give my students the first dose of my pre-rehearsed lesson (2:25-2:57) on acceptance of diversity and civility. Validating my aforementioned action, Delpit & Dowdy (2002) say “since language is one of the most intimate expressions of identity, indeed, the skin that we speak, then to reject a person’s language can only mean we are rejecting him.” (p. 47). Furthermore, above assertion supports my newly found belief not to code switch (in terms of spoken language) but rather, project my African heritage …show more content…
This sense of entitlement empowers referenced kids to make rules work in their favor while poor or working class children display constraint in their interactions with institutional settings. Consequently, by reading the book –Unequal childhoods, I am reminded as an educator, to purposefully and deliberately plant a sense of entitlement in the lives of students I perceive lacking in that aspect. Though my proposed action could be considered debatably by some people that would argue otherwise, I strongly belief that a sense of entitlement is a critical component of emotional intelligence, a skill that plays a huge part in making a person successful. If I have been entrusted with the responsibility of making my students the best they can possible be, then I am morally obligated to empower them with the certain skills that give them advantages in the larger society. If privilege can be loosely defined as something that is not earned but puts you as an advantage, who says that poor or working class children cannot be or are not privileged? 0:48- 1.01. I am example of a working class child from a developing country who because of my sense of entitlement has struggled to earn the capital of elitism and tap its benefits, in order to climb the ladder