Showing posts with label school. Show all posts
Showing posts with label school. Show all posts

Wednesday, February 24, 2010

Rest in Peace Loni Ding


I just heard that Asian American filmmaker Loni Ding passed away. Loni Ding* was an multiple Emmy award winning filmmaker, producer, activist, artist and teacher. She joins the list of distinguished Asian American sheroes and heroes who have passed on in the past year. My condolences to her family and those who love her.

My junior year at Cal, I had the honor of taking Loni Ding's Ethnic Studies class called Documentary Film in Communities of Color. We spent a quarter of the semester in a traditional film studies class and spent the rest of the semester working on our own documentary.

That was a crazy semester with a lot of long nights and weekends filming and editing. It took us forever to figure out how to smuggle our mini dv camera into the Media Resources Center in Moffit Library so we could copy clips from films/ docs to use as b-roll.

Anyway, the first time I met Loni Ding (and pretty much every time I saw her after then), I thought, "Loni Ding is genius and crazy!" Crazy in the best way of course! She embodied life. Loni Ding had so much vibrant spunkiness to her. She knew what she wanted and got it. She knew what she wanted from us as well and had no problem letting us know. Her outlook, her art, and her way of being complexified for me what it could mean to be Asian American.

At the time I took Loni Ding's class, I think was in her early 70s, but you would never know it. We only had 3 clues to her age 1) She always yelled at us to "Stop muttering! I can't hear you! Why do you all mutter?!" But it was really her hearing. I used to wonder, how has she not figured it out yet? 2) She always yelled somewhat because of her hearing and 3) Once my group went to her house for a meeting. It was totally something you would see in the movies. Long shot from the street: Three Asian American college students approach an old house. Trees and plants are growing everywhere. Birds eye angle of the students and house: Students gaze up, look around and wonder, Where is the entrance? Extreme close up: Hand knocking on a door. Medium shot: students look at each other nervously. We hear creaking, squeaky door hinges and a voice off to the right that yells, "What are you doing over there! Come here!" Pan far right to the other side of the house, up some stairs: enter Loni Ding shaking her head at the silly college students.

Thank you Loni Ding for these memories. RIP

Loni Ding on developing her identity as Chinese American and as artist:


"Before I went to Mexico, my whole sense of myself and my esthetic sense of what I liked in shapes and colors in clothing, furniture, sculpture, buildings, anything, was really into WASP culture. I liked gray colors, linear, Gothic shapes and hollow-cheeked people. I wanted to be a hollow-cheeked person, a wispy, tubercular type. Instead I was sturdy, chunky, mesomorphic.

Then I hit Mexico. I just went for the work camp but ended up seeing the murals of Diego Rivera, Orozco, and a lot of countryside of Mexico—the colors of the earth and people. I started to see that all the good people in the Rivera murals were the round, brown people: I saw the orange and the reds, the deep greens and the purples of the culture, and the round bodies painted by Rivera. When they sat down on the little chairs, part of their buttocks would hang over the edge! Very real and tender. The lean, gaunt faces were of Henry Ford, Rockefeller, the Conquistadors—the evil people.

When I came back my tastes had completely turned around. I looked in the mirror and I rather liked this round person that I saw! Everything turned into reds, oranges and brilliant colors. I also looked differently at someone like Eric Sevareid, the news commentator who was a classic WASP type. I used to think that he was the absolute last word. And when Sir Kenneth Clark, in a PBS series, would talk about "Civilization," by which he meant only western European culture—I used to think that this was wonderful.


Well, when I got back I suddenly looked at both of these men with a totally distant eye. I had a skeptical attitude, and they no longer had any power over me. I thought they were quite ordinary."



On why she does her work
"For the problem of absence, the main work is to create presence. My preferred approach is to displace stereotypes by creating vital images of Asian Americans as real human beings, with individual faces, voices, and personal histories that we come to know and care about.

They would not be the Americans whose differences are dissolved in the "melting pot," but people speaking with the distinctive accents and rhythms of their real individual and family histories; neither looking nor sounding like the "typical American."

Authentic images of minorities do not abound. For ourselves too, we have a need for the objectifying record. We think we know what we look and sound like, until we’re surprised or shocked by hearing our actual voices on a tape recorder, or seeing our physical selves in moving images".



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*For some reason, I never feel comfortable calling her "Loni", she is always Loni Ding to me!

Sunday, June 28, 2009

how we sit in class: part deux

White Female
White Male
White Male
White Male
White Male
White Male
White Female
Black Female
Korean Female
Latino
Latina
Pinay
Pinay
White Female
Latina
Latino

Wednesday, June 24, 2009

bad student!

in high school i was a slacker. yes i had pretty good grades, but honestly, i just knew how to work the system. when i think back on it, i'm amazed that people didn't call me out on my bullshit. i'm even more amazed that I, a child of korean immigrants who have very little cultural captial, was able to move through and manipulate the white and economically privileged world of my school. how did i pull off that shit? incredible.

in undergrad and in my masters program, i was totally different student. i readily consumed everything that was assigned to me and found almost everything intellectually stimulating. i was very torri torri-- almost running around finding more to read, think about, and do. no more bullshitting.

today, as i push through my third semester of my doctoral program i realize i am de-evolving into the unmotivated student i was in high school. i am not engaged at all this semester. i can't even get my shit together to fake it. must be one of the most undisciplined people i know. BOO!! :(

Saturday, June 20, 2009

How We Sat In Class- U Shape

White Female
Asian Female
Latina
White Female
Asian Female
Latina

Latino
Asian Female
Black Female
Latino

White Male
White Male
White Male
White Male
White Female
White Male
White Male (Instructor)
White Male (Guest Lecturer)

Friday, October 20, 2006

Students of Color Conference 2006


UC is hosting it's 18th annual Students of Color Conference on Nov 17-19 at the Berkeley campus. The conference theme is RISE UP! Reclaiming Our Education and Making Our Voices Heard. To register and find out more about the conference got to their website . I'll probably be leading a workshop on the effects of Prop 209 on the APA community, so maybe I'll see you there!

Monday, May 15, 2006

today i finished 19 consecutive years of schooling. i turned in my masters thesis today and don't really know how to feel except that i should have reread it once more. my students are very excited for me and keep saying, "I'm going to call you Master Amy from now on." There's so many things wrong w/ that! anyway, it's cool that i have a line on my resume that says, "Masters of Arts in Education with a concentration in Equity and Social Justice" kick ass!

Sunday, May 14, 2006

Tbanks to my friend Aaron, I had the honor of meeting Yuri Kochiyama. I’ve heard Yuri speak several times at large events but have never actually met her. Yuri came to visit Aaron’s first grade class so Aaron and I picked her up, stayed with her before her classroom visit, and then did a brief interview. For some reason, I feel funny blogging about meeting Yuri so I’m going to leave this at a few comments:

-Yuri asked me where I was from and I told her I grew up in San Diego. Usually when I tell people I’m from San Diego people respond, “San Diego is so beautiful!” or something similar. Yuri’s response? “Isn’t San Diego very racist?” Classic.

-Yuri’s range is amazing. She straight up asked a group of administrators and parents, “Don’t the students wonder why there are no black students here?” (the school is in the Oakland hills). When the students asked her “What can we do to help people?” She told the students they can ask someone who is carrying a lot of bundles if she/ he needs help or to offer help to someone who falls down on the playground. One parent asked her, “Has it ever been scary or hard for you to do the right thing?” Yuri basically told the students even if it was scary she was usually with a group of people and that made things better. She encouraged the students to work together when they think something needs to be changed. Then she said, “Just try not to get arrested. Hopefully, whoever the leader is will know about your rights.”

-The students wanted to know who Yuri considered to be a shero/ hero. Yuri said that Anne Sullivan was someone she really respected because of her patience. That struck me.

-Aaron’s class gave Yuri a teddy bear to add to her teddy bear collection. Yuri loves teddy bears and seemed to like this one in particular. After the class visit we had a chance to do a brief interview. To watch bad-ass Yuri hug a multi-colored teddy bear while speaking about Malcolm X was… I don’t even have a word. But it was good.

-I’m so excited that she has agreed to be the keynote speaker for our summer program. Our program needs this. Yeah, Aaron, I know I owe you.

Finally, Yuri’s love for people and commitment for social justice is apparent. She is such a loving and sincere woman.

Wednesday, May 10, 2006

my friend aaron is doing some awesome things w/ his 1st graders. Aaron's bringing activist Yuri Kochiyama to speak to his 1st graders this week! I'm so excited b/c I get to go too! tight. anyway, i will blog about that once it happens. B/c i work with HS students i miss out on many of the darling things little ones do/ say. To prep his students for Yuri, Aaron paired the kids and had them write 2-3 questions they have for her. Tonight we looked through the questions in preparation for tomorrow's class. There were the usual ones: What is your favorite color? Some good questions: How is in your community? Why do you help people? How did you help kids get street lights? And then some laugh out loud questions: How did you save the day? What is your favorite dinosaur? I LOVE the dinosaur question!

On another note, Aaron has been doing a lot of teaching about "community" w/ his kids. He gave examples of what different communities look like, one example was his mixed race heritage (JA, Irish, etc etc). All the students of color remained quiet while the white kids in his class got excited and claimed "I'm Irish and French" "I'm 100% European. That is my community. " AND "The Pilgrims are my community"". Man, how do you problemitize and explain all that to 1st graders?

Saturday, May 06, 2006

As I prepare to complete (probably) the last step in my education, I keep thinking I should also look to find a new job. My job is very stressful and physically and emotionally demanding (like most jobs in ed). This past week has made me really emotional. My students and younger staff I have worked with have validated the work I am doing—a job that I often feel like is thankless (esp, by my office).

My job is interesting and varies. Some students will get into their dream school w/ or w/out me; they just don’t think they can do it by themselves. Others need the support to tell their stories to contextualize their less-than-impressive grades (one of my students got denied from every college EXCEPT from Berkeley (we have a crazy admissions process that I actually think is the best process in the UC system). This student did not want to talk about immigrating to the U.S. and living by himself for a year an a half while going to school (getting mainly D’s) and working 60 hour-weeks because he didn’t want to be pitied. Others just get scared seeing a bunch of bureaucratic forms and don’t want to attempt to do it by themselves. Some have messed up so much academically they gave up on college their junior year and then came for help senior year (one student actually cried when she got her acceptance letter to CSU eastbay). And then, of course, there’s all those personal stories… the ones that happened and the ones that are on going. Sometimes its just listening. Sometimes it referrals to clinics/ hospitals. Sometimes it’s just a coffee and a pastry. The worst is when you remember you are a mandated reporter. Then thinking of the cultural implications and ramifications of mandated reporting and how “abuse” looks different to different people. Then having to trust your own judgment…

I’m responsible for about 80 seniors (in total about 300 9-12 graders. My interns do most of the work with the younger students). Admittedly I don’t know many of my seniors (some have actually never come to see me). I’ve probably worked directly with about 60 students and have built close relationships with about 2/3s. I can’t even express how deeply these students have touched me.

All of my seniors are going to college next year-- about 90% are going to a 4-year. A good handful of the ones I am very close to are going to Berkeley, Davis, SFSU, and Sonoma so will be nearby. What is hard is many of their friends aren’t graduating. About 25% of seniors in West Contra Costa Unified have not passed the high school exit exam. At one school I work at, more than 40% of seniors have not passed the exit exam. This makes my role at the school seem luxurious and makes the school admin not so nice to me…

As the school year starts to wrap up I’m already thinking about how much I’ll miss my seniors. This year’s class has a special place in my heart because many I have known since they were in middle school. Also, some of the ones I just met within the last 1-2 years have been amazing, especially in perseverance. This year, I’ve also had the privilege of meeting and working with some students who are not in my program, but friends of friends. These young women in particular have left a strong impression on me. In a few years they will be even more kickass.

Thursday, April 27, 2006

silence

i've been stuck on my "Researcher Background" section for a long time... so stuck in fact that i sent over a draft to samhita for feedback ( i NEVER let ppl read my unpolished writing, it's too embarrassing, unless its in blog form) anyway, samhita told me what i have is too skeletal and that i'm holding back. so i think i need to do some more free writing...

asian american studies was the only place in berkeley that i didn't feel silenced. despite being on a campus full of APAs, i always felt marginal. up until my college, i lived most of my life feeling alienated from my surroundings, especailly in high school. i was used to the loneliness and able to disguise it pretty well.

when i came to cal, i felt out of place. def i felt out of place b/c so many people on my floor had college-educated parents or came from middle class families. yes, there were a lot of APAs, but few who were interested in social justice. everyone wanted to get into the damn b-school... SO IRRITATING. when i took my first asian am class it was exhilarating. thrilling. i've been going through my college writings. many of my asian am classes required a Why are you here? response the first week. all of my responses sound so excited. i felt grounded in that space. i could speak. i learned about things i didn't know existed.

what was unsettling was when i left that safe space. my ed classes were predominantly white (even though all the classes required an interview and i'm sure they used some informal Affirmative Action)-- that space was not safe. too many racist white liberals who want to be educational missionaries. my random GE classes- everyone was Asian but was STILL trying to get into B-school. even my ethnic studies classes were not safe. you cannot be an Asian Am major and think in the black/ white paradigm (you prolly can't be a chican@ studies major either). you def cannot be an Asian Am major w/out considering how immigration hinders/ supports your access to resources in the U.S. you cannot be an asian am major w/out talking about that damn model minority myth. M3 keeps coming back and biting me in the ass. the internalization of the myth is why AAS is dying at UC Berkeley. it's why there were only 13 ppl who graduated from AAS in 2004. the pervasive nature of the myth is also what keeps the discipline so insulated from the rest of the ES department. that's why in comparative ethnic studies courses that are not taught by an APA professor, APA issues are glossed over and superficial. that's why APA students who have an interest in cultural studies don't want to be in AAS-- i've heard so many ES folks say, Asian Am is too limiting. some dumbass actually told me it was not revolutionary enough.

Sunday, April 16, 2006

i havent done shit on my thesis in two weeks.. burnt out... hopefully will be reinspired to write or at least guilt-tripped into writing...

i came back from a 4-day so cal college tour w/ 48 high school juniors. so crazy. so fun. so stressful. so worth it. maybe will post reflections later. considering how much time i spent on a bus w/ so many people, it was inevitable that i got sick. i've been procrastinating/ healing in bed by looking up mopeds. i picture myself zipping from oakland to berkeley on this or this. i won't have to worry about quarters for parking, parking tickets, parking spaces, or gas (90 mpg on these suckers!). i'm gonna test drive them this week. i might be too scared to ride one though.... we'll see...

Sunday, April 02, 2006

all of my curriculum is done biatch!

actually this is a delayed post. i finished it last monday but have not had a chance to celebrate it.

this past week has been an emotional rollercoaster, filled with a lot of.... i guess... grieving (?). perhaps more disbelief and anger. i have been trudging along and getting my work and school done though. i've actually been pretty damn productive which worries me a little. i've been told that my coping mechanism is not so good... i guess i start coping w/ stuff but once it interferes w/ my responsibilities, i cut it off and never let it run its course. for someone who's so damned sensitive this is puzzling.

also in the past two weeks or so i have felt young. most people know that i am age sensitive. i hate being referred to as young or "only 23" or the worst, "when i was your age" (by people who are only a few years older). in the past 2-3 years I have felt esp sensitive b/c everything in my life has been on super-high gear w/ a lot of responsibilities. as a result, i've always felt somewhat older (even w/ all my big ass stuffed animals on my bed). recently when i'm sitting on my floor or lying in my bed thinking about stuff that's going on i get this feeling... stronger than a feeling... not as strong as a revelation... but whatever it is, my mind takes a big gulp of air and i feel something inside me that i instinctually associate w/ being young... vulernability perhaps.

Wednesday, March 22, 2006

all night i had this itch on my stomach. in my half-sleep i feared that my stress rash was returning. i kept scratching it but stopped because the skin on my stomach felt all weird. i rolled around all night and kept hearing this crinkling, kept feeling sharp poke in my skin (like my rash!). i was scared... dreading the thought of missing school and work to take care of that damn rash. i was so tired though that i didnt bother to get up and really check it out. this morning i checked it out. i woke up w/ yellow post its stuck to my sheets, my pajamas, and my stomach! i lost the suckers yesterday morning. instead of being stuck together like the regular kind, these are accordian style so the pad falls apart all the time, esp when you roll on top of them in your sleep.

Tuesday, March 21, 2006

big, giant OOPS

i did not meet my monday deadline of having all my lesson plans done. as of this morning, i have 14/15 completed. today i met w/ this awe-inspiring teacher named Liza. liza teaches lit at community college and has her shit TOGETHER. i'm so happy that she is a teacher. anyway, what came out of this meeting was a realization that my curriculum development is way off. i have built in about 13-14 books to read in addition to some other supplemental readings. i based this off of my experience and other folk's feedback on their experiences in lit courses or freshman year reading and comp courses. i was very, very happy w/ my lesson planning until today. when i met w/ liza she told me she teaches 3 books a semester in a literature course at community college. THREE BOOKS to my 13. she broke down what it takes to teach at community college, which among other things is a lot of skill building. we had a long talk about her classes, the politics of community college, and all the stuff i should get if i want to teach there in the future. very, very helpful.

anyway, what does this 3 v 14 books mean? i have to REDO my curriculum. i whittled my list of books down to: Woman Warrior, M Butterfly, Temperature of this Water, Dictee, and Rolling the Rs, plus one student-selected reading for a total of six books (a student at Skyline told me today, MAYBE he'd sign up for a class that was going to read six books, def not 13). i'm now expanding each of these books into multiple lesson plans, which is painstaking work. i'm also building in more time for.. i'm not sure what to call it... not skill building but a lot more peer review, overview of literary elements, etc. it's a totally different course now. i'm trying to do all the reworking in 1 week too!!!! that way i'll only be behind my original schedule by one week.

Wednesday, March 15, 2006

rekindling the romance between me and my thesis

i just read this great essay called "Reading Asian American Poetry" by Juliana Chang. Her esssay really helped me think not only about poetry but all art forms created by marginalized people. this is just what i needed to read to get me through one or two more lesson plans. (hopefully i will read something equally wonderful on Saturday so I'll be able to finish by Monday.) Here are my notes on the reading for my lesson plan. there is a definite deconstruction of multiculturalism in this reading that i really appreciate. i want to read more about and from David Palumbo-Liu, who until today i don't think i've ever heard of.

Reading Asian American Poetry by Juliana Chang

-Audre Lorde argues that poetry is not a luxury. “Of all art forms, poetry is the most economical. It is the one which is the most secret, which requires the least physical labor, the least material, and the one which can be done between shifts, in the hospital pantry, on the subway, and on scraps of surplus paper.”

History of Asian American poetry
-Ethnic poetry in the 1960s and 1970s can be viewed as a “racial project” creating links between cultural representation, racial inequity, and racialized empowerment. The late 70s and 80s there was a shift from poetry to prose.

-Asian American poetry dates back to 1890s. Japanese folksong-derived plantations worksongs, Cantonese rhymes in Chinatown, poems carved into the walls of Angel Island.

-Despite the long history of Asian American poetry, it is marginalized by Asian American literary critics and mainstream critics.

How is Asian American poetry is received?
-Poems are considered lyric and private, not public or social even though in the 1960s and 1970s poetry was often oral and performative (public). Chang argues that poetry, not just the novel, can be read as dialogic and heteroglossic (Bhaktin & the novel as genre).

-Rendering poetry as private v. public gives the perception that poetry has less social relevance. The perceived private nature of poetry also makes it seem inaccessible or difficult to comprehend.

-When poetry is perceived as public:
-Artists must deal with the “burden of representation” and the gaze of a white audience.
-Runs the risk of being co-opted by “liberal multiculturalism”. David Palumbo-Liu says that liberal multiculturalism is a “mode of managing a crisis of race, ethnicity, gender, and labor in the First World and its relations with the Third.” Ethnic texts become stand-ins/ proxies for people of color.
-Palumbo-Liu says a critical multiculturalist practice would examine the “rough grains of political history” and its maintenance of inequity.
-Chang writes, “The reader attains the enlightenment of cross-cultural understanding, which s/he imagines as both enabled by and contributing to such a democratic pluralism. Potential social conflicts and tensions are presumably smoothed over in these literary encounters. “

-When poetry by people of color is accepted by mainstream society, then it is seen as a success for high culture. Standards for “good poetry” become universal. The accepted writer transcends race and color; the racial other has been civilized.

(How can Asian American poetry resist being appropriated by hegemonic narratives?)

-Depoliticized poetry is perceived as more authentic than prose. Mainstream readers witness a moment of “cultural authenticity.” Poems that may deal with claiming America are read as wanting to have membership of a white America/ dominant culture.

(How can Asian American writers/ people claim America in a counterhegemonic fashion? “How might we re-vision the United States in ways that interrupt the racist and imperialist ideologies of dominant ‘Americanism’?”)

What does this mean?
-Chang argues, “The project of reading Asian American poetry assumes the significance of ensuring that linguistic and cultural cracks and fissures do not get smoothed over in culturalist readings and containments of dissent.”

-Proposes reading poetry that highlights disruptions of meaning and space (Does this remind you of Bhabha?)

humble pie

so i keep hearing from people that i need to take time off from work to focus and finish my thesis. i already decided a while ago to take about 8 work days off to finish up my thesis in late april. three days ago i thought, "what if i can't finish everything in those days?" then i panicked. lately i have left 2 of my four schools to my interns. i thought this would give me time to work on my thesis, but on those days i go into the office to catch up on office work and planning for a big field trip. my boss keeps telling me to take time off; she actually encourages it. yesterday i realized there is no reason for me to not do so. according to my last time sheet i have over 400 hours of vacation time/ sick leave/ and comp time (overtime i've worked that converts to vacation time, not money). with 400 hours, why am i still on the fence?

actually, i am no longer on the fence. today i decided to work four days a week for the next two weeks and see where i can go from there. how did i come to this monumental decision?

1. i realized that i only complete about 80-90% of what i need to do in a 40-hour week. well i knew this before and that's why i didn't want to take time off in the first place. i already feel behind and working 4 days will put me even more behind. what changed my mind? the amount of work we have to do is infinite. i will never finish it (mainly b/c the expectations are unrealistic). my thesis however is finite. there is an end and if i squint hard enough i can see the end! i may as well concentrate on what i can finish and let the rest pile up.

2. i didn't want to take time off b/c i was too proud to admit that i cannot work a 40-hour week and go to school full time, at least not while writing my thesis. unfortunately i am not superwoman.

3. i didn't want people at work to think that i was slacking or not contributing enough. screw that. i do a lot at my damn job and if those bastards can't see it well... actually i don't know what to say here. but for real, who else can you ask at like 7:30 saturday morning to lead a campus tour at 9:30?

4. Finally, i realized that my perception of work is influenced by my parents. i grew up w/ parents who when self-employed worked 60-hour weeks, no vacations. even as employees of other people, they rarely take time off. family vacations? on the first day of school, the elaborate family vacations i reported to my class were all made up*. the one time we actually took a vacation we went camping in Yosemite. too bad i only knew the way my parents pronounced it "yo-seh-mee-teh". my teacher was like huh?! anyway, i think my parents' work habits really rubbed off on me. it seems very luxurious to take time off whenever i want/ need. deep down inside i am still struggling w/ my entrance into the middle class. it's embarrassing. i feel like by taking my time off, my working class roots, which i think have given me a lot of positive attributes, are losing hold. actually this is something that i have struggled with since sophomore year of college. privilege is hard to accept. i know though that my parents would slap me upside the head and tell me to take time off and graduate on time. they bust their butts and backs for me and my sis. it's prolly insulting and mindblowing to them when we don't take hold over everything we have that they don't.

so? next tuesday i am officially taking a day off! i'll prolly just call in sick, but i'm excited. my four day weeks did come a little late though. i have a self-imposed deadline of having my curriculum done by monday. (yikes!!) tuesday will give me time to do write up an eval sheet for my curriculum and send it out to folks. maybe in two months i'll be hooded!

* i actually spent a lot of my youth making stuff up. i.e. Daily Journal (please write in cursive): What did you eat for breakfast this morning? Answer: "This morning I ate cereal, pancakes with blueberriese and syrub, scrambled eggs, bacon, and grapefruit. i also drank milk and orange juice." what did i really eat in the mornings? leftover rice and kimchee stew. but TV shows that whole spread for American breakfasts! my teacher must have been like, "how does this lil chinese girl eat all that food?! " Homework: Draw your Family tree. I'd ask my dad what harubjee's name was and my dad would be like "why do you need to know his name?" "it's for homework" to this day i still don't know the names of any of my grandparents. what would i turn in for homework? grandpa joe & grandma sarah, grandad bob & grandmom sally. obviously, school alienated me from my family life.

Monday, March 06, 2006

Write a sentence using the following words

Please use each of the following words in a sentence (not a sentence that is defining the word though)

Hegemony
Marginalize/ Marginalization
Orientalism/ Orientalist
Silence & Voice (both of these in one sentence or in two related sentences)
Power
Agency
Hybridity

don't use all of these words in one sentence. one word per sentence please. thanks!

Saturday, February 25, 2006

Stalker

I can't get away from my damn thesis! When i'm not working on it, i'm thinking about it. When i sleep or nap, i dream about my thesis. they're not even normal dreams like i'm working on it or i miss a deadline. i just have a list of all these things i still need to do running through my head on repeat. how am i supposed to get rest from that!

Wednesday, February 22, 2006

Answer this please

What makes a good classroom facilitation?