YOUTH EMPOWERMENT!
We must empower youth with the resources to raise their historical consciousness and provide them with the tools to unearth the inaccuracies written within the texts they use in schools.
Native Americans do not celebrate Columbus Day because of the horror and pain Columbus and his exploders did once they reached the island. According to Diana King, Native Americans were being dominated, exploited and enslaved and nearly exterminated by Europeans. Native Americans celebrate their survival and their heritage, and they also celebrate their harvest on the day of Columbus Day. Bryan –Hispanic American student (From the Middle Passage to Black Lives Matter, Chapter 5).
We should not celebrate Columbus Day because he was not the first to discover America. Even if Columbus did not come, people could have gotten to America because of the Native Americans. Haniya, Pakistani-American
We should not celebrate Columbus Day because he was not the first to discover America. Even if Columbus did not come, people could have gotten to America because of the Native Americans. Haniya, Pakistani-American
There is a strong link between compelling personal stories and the strategies for teaching. This link may generate spiritual artistic experience and intellectual insight for students. Teachers should seek material that connects to students’ home culture and encourage them to examine how they negotiate their own identity in multiple spaces. The intention is to build empathy-respect-understanding and connection as we share stories.
READING THE WORLD: BUILDING GLOBAL CITIZENSHIP
Building on this momentum, I begin to craft activities that should push the students to utilize the lens of their family stories to investigate the cultures of other people. For in researching the historical context of their family students may be able to connect that to the family history of others in and beyond their school whom they have thought to be different or far removed from the reality of their community or life as an American. We move to the students’ lives seeking ways to disrupt any borderlands erected so that they may see the similarities between their unique and nuanced cultural practices and that of their peers as well as other people across the globe (Chapter 6 ).
Building on this momentum, I begin to craft activities that should push the students to utilize the lens of their family stories to investigate the cultures of other people. For in researching the historical context of their family students may be able to connect that to the family history of others in and beyond their school whom they have thought to be different or far removed from the reality of their community or life as an American. We move to the students’ lives seeking ways to disrupt any borderlands erected so that they may see the similarities between their unique and nuanced cultural practices and that of their peers as well as other people across the globe (Chapter 6 ).
