A couple good folks asked recently for an update. Thank you for coming back, reader.
The middle school where I run an advisory program is so engrossed in test preparations (you know, US “gotcha” testing based on business models of accountability) that I was directed to write my advisory lesson plans to help students prep additionally. That is, when there still is advisory when the school isn’t shut down in “testing camp” as preparation. The school, like the majority of schools in Texas, spends at least three months a year in test-prep mode (if not the whole year–ask the teachers). Here’s the upshot, today’sAustin Statesman says schools that do well choose to release their students TEN DAYS EARLY! Yup, instruction becomes so invaluable after all the testing is through, why not?
I miss the Korean teachers I worked with in January and February. They helped me understand why I care about education when I taught them what education is in the U.S. (as well as a neat course on writing instruction for language learners). Lots of heart, lots of passion in those teachers. I do not miss feeling crazy as I tried to juggle my various jobs and fulltime student life.
Official student life: I read about a book a week for each course I’m taking. All courses are directly in my field, taught by professors in my small program. I feel I am getting stronger in my theoretical orientation–and, if you’re curious, some of that includes the works of Bourdieu, Foucault, Marx, Anzaldua, Freire, Gramsci, Dorothy Holland, Vygotksy, Bakhtin, G.H. Mead, and Voloshinov.
Big point of anxiety–what will I research? This question is always mediated by wanting to address a need in the field of education (and social science). I kick around ideas all the time, from students from West Virginia who migrate out, to whiteness studies and white supremacy, to colleagues who experienced (like I did) an amazing grassroots organization while we collaborated in community development as college students in Guadalajara, Mexico, to immigration and how to help support immigrant students and their communities through education.
Personal life–today’s economy. Since I last posted, my husband lost his job (the entire division is being shut down) and got a new one. In the process, we wondered about returning to Washington, D.C. where I could finish my former PhD program and where he could take his old job back. I decided I wanted to finish this program, regardless of the personal cost. We were fortunate, and he got a new job here, so we get to stay in the same place together (at least for now).
Chiquis–my dog. My affectionate friend survived a crazy bout with cancer and an experimental treatment. And then last week I noticed the tumor was back. We’ve been to the vet, and the scenarios are not good. As far as we can tell, we will be saying goodbye to her soon (perhaps weeks, perhaps months). While I want to be in control and change this, I cannot. I have to surrender to that.
Finishing out my break–after celebrating my birthday (three days off–hey, it IS break)–back to work. Reading ahead for my classes so I can manage the conference I’ll be presenting at in Denver next week. I’m presenting on “The Unexamined Privilege of Whiteness in TESOL” and “Helping Immigrant Students Navigate the Terrain of Anti-Immigrant Sentiment.” I’ll have assistance from awesome former colleagues at George Mason University.
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