news awareness, gender equity, and music’s influence – oh my!

Over the past few days, a few things have come to the attention that I thought would be worthy of sharing with all of you:

News Awareness This one is a personal development target for myself. I have never been one who turns on the the news on TV to catch up with national and global happenings, mostly because I find the news to be very disheartening, monotonous, and skewed in its representation of different perspectives. However, I have realized recently that, as a teacher, I have a responsibility to keep up with important current events that my students may have been hearing about and have questions about that we can address as a class. As of now, if a student came up to me and asked, “Teacher, what’s happening in Ukraine?” I would have no way to answer them. That is not what I want for my future classroom. So I have perused the App Store on my phone and downloaded a handful of news apps that I am trying out in order to spark myself to get with the times and avoid future embarrassment over my obliviousness to recent news stories. I’ll let you know which ones I have found most helpful after I have given them all a fair shot!

Gender Equity In my ECS 210 class, groups of us are doing Inquiry Projects on a topic of our choice, and mine is “Gender Equity.” My instructor (check out her blog and Twitter account!) lent our group a couple of textbooks to pull ideas from, and I found one particularly insightful: “Rethinking Early Childhood Education” (by Rethinking Schools, Ed. Pelo, 2008).

Image (this is what the book looks like)

Here are just a few of the points that I gleaned from my short time reading:

  • Science kits in toy stores had NO female figures (girls or women) on the boxes –> What does this say about our society’s beliefs about girls’ interests and capabilities?
  • The word ‘tomboy’ makes a girl into a boy, simply because she doesn’t act in a stereotypically associated ‘girly’ way –> just because of her actions, she can no longer retain her identity as a girl? Is it, then, abnormal for girls to be ‘tomboys’? And what could be a possible alternative for this word ‘tomboy’? I’d argue that she is a girl just as much as her female classmate dressing up as a princess, wouldn’t you?
  • Game Boys have a similar effect –> Does this mean girls can’t play with them? Do you think a video game console today would be named something similar that rejects one gender? Is this just an innocent mistake, or does it have deeper repercussions?
  • The children’s story “The Three Little Pigs” creates a hierarchy of living spaces. Houses made of straw or sticks are significantly symbolized as ‘less than’ those of bricks, when people in other countries live in these types of ‘lesser’ homes. –> Yes, this one isn’t related to gender, but I found myself so taken aback that I just had to include it. It makes me wonder what other, hidden messages we are portraying to children in classic fairy tales and fables…
  • Something that I realized as a result of this lens of gender… There have been types of Lego that are specifically advertised towards girls because they have pink and purple pieces and all the sorts of things that little girls will (presumably) like. Aren’t these blatantly ‘girly’ toys just perpetuating these stereotypes, though? Why can’t girls play with normal Lego? This is creating the idea that girls can’t use boys’ toys and must have their own, separate, girly-fied versions. I see no reason for boys to have superhero dolls to nurture or girls to have frilly Lego to build princess castles with. I don’t think we need to change the nature of the toy in order to try and market it towards a certain audience.

girl lego

 

 

 

 

 

 

Music’s Profound Influence While listening to an “Epic Film Scores” playlist on my Songza app (which I HIGHLY recommend that everyone download!), I could easily recognize which movies certain tunes came from – sometimes within just a few bars. As a huge lover and advocate of music, I enjoyed this simple reinforcement of how easily music sticks with us and embeds itself into our memories – often infused with a deep, emotional connection. This is the driving force behind my firm belief in using music daily in my future classroom – if a song I sing in a Grade 1 class can be recognized fifteen years later when my students are in high school because of something they learned from it, or the way it made them feel, then I am definitely doing my job right. Music is such a powerful force, why not harness it for learning?

Thanks for reading! Until next time,

-KKF

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