Dear ACR 150 Students,
Thank you for taking the time to conduct your interviews and to share them with me. I have learned a lot from your reflections, and from the transcripts. Many of your interviewees grew up in different countries, so this, in turn, became a global oral history project. I took notes from everyone’s interviews so that I can now share bits and pieces of the project with you:
Tanitia’s co-worker says, “The last thing I would like to say is that in this day in time students have more resources to help with their studies, they do not have to depend on anyone to help them with home because technology has evolved greatly.” Qudus’ uncle shares that “The schooling in the U.S. is more standard and systematic, probably because the school has lots of students. Private schools in Nigeria don’t have as many students, so it is more personal and closer.” Melissa’s parents, who grew up in Albania, say, “Students had a very big respect for the teachers and there was no way that they could say something against them. Otherwise they would be put in detention.”
Vera’s mom says, “The difference between reading in China and reading in the US is huge. In China, students do more intensive reading of relatively shorter pieces and are expected to master all detailed points in terms of content analysis, grammar and vocabulary. In the US, students are exposed to full books even during early grades and more emphasis is placed on grasping the themes and understanding characters, i.e, the big picture.” Delany’s mother “described how she was not allowed to speak English at home and received no help with developing any form of literacy skills nor help with education.”
Seyitnazar’s family friend “learned to read by the magazine that the family used to buy, from the newspapers that her dad would believe, and the minor signs that she would see when she would go to the stores.” Armani’s uncle remembers that “my mother was a school teacher. She started my brothers and I off at an early age, learning to read and write.” Similarly, here is Keyana’s father’s story: “I loved it when my dad got the Sunday paper every Sunday and would hand me the page with the comics and games. But one day he told me he would stop reading them to me and it was time I learned how to read the comics myself. So, every Sunday after that, instead of rushing for the games, he taught me how to read.” Lovely!
Joshua’s mom’s advice sounds like a good place to end: “If I had the opportunity to go back and charge the way I approach education during high school and college I would. I would try to motivate myself to at least get in my homework on time.”
Many of you said in your reflections that the contrast between your interviewee’s schooling and your own was enormous. Is this a better time to be a student? In some ways, we’ve made progress: corporal punishment is, for the most part, no longer practiced. More educational resources are widely available, although there is a gap, minorities have less access to education, and the wealthier you are, the greater chance you have of attending a top level school. Educators are no longer seen as “gods,” and some will say this is a positive development, others might disagree. In my own pedagogical practices, you, my students, are my partners in learning, because I ackowledge that every one of you comes to class with some expertise you can share. The oral history project exemplifies this belief at its best.
In gratitude,
Prof. Barnes
