Diversity, Special Ed., and Routines - Paniagua

Question 1

What is the main idea of the Paniagua reading regarding diversity and special education?

Answer 1

Forces greater than students or teachers can cement common teaching practices that may disrupt our ability to adapt education for those who most need it. (bit of a mouthful, sorry)

Question 2

True or False: Routines in education always benefit class and teachers should work hard to establish them.

Answer 2

False. Routines have both benefits and drawbacks, but ultimately are a concept and should not have value assigned.

Question 3

True or False: Paniagua does not blame the teachers in his study for under-serving students.

Answer 3

True. He finds that teachers identify students’ problems but do not look for the cause.

Question 4

How can teachers benefit from applying anthropological thinking to their use of routines?

Answer 4

To help identify which routines are beneficial and which ones aren’t serving their purpose.

Question 5

Why is it important to avoid dismissive binary thinking (“that won’t work here”) when viewing educational research that may be difficult to generalize to your teaching practice?

Answer 5

You will miss whatever insight there is to be gained, whether with the practices you observe in your workplace or in your teaching practice specifically. (theme from Paniagua reading)

Question 6

In what way can special education be problematic in schools?

Answer 6

It places the cause of failure with the students through use of psychological or medical discourse.

Question 7

What factors besides diagnoses are likely to contribute to/confound the decision to place a student in special education?

Answer 7

Any of:
- Primary language
- Prior education
- Socioeconomic background
- Inclusion in racial or ethnic minorities
- Many others

Question 8

What term better reflects the meaning of “silence” with regards to the goals of classroom management? What are teachers really aiming for in this context?

Answer 8

Concentration.

Question 9

True or False: Routines are part of school life and exist at the level of the formal curriculum and socialization (the hidden curriculum).

Answer 9

True. They pervade both what is taught and how (formal) as well as how people at school interact (socialization).

Question 10

True or False: Routines can become invisible or taken-for-granted when repeated frequently.

Answer 10

True. Insiders to a group in this context might not identify features of their social environment as routines because they’re so accustomed to them.

Question 11

How does Paniagua describe “routines” with regards to anthropology and education?

Answer 11

“A pervasive stream of beliefs, expectations, and practices [in the institution] that adds up to messages about how things are done”.

Question 12

What does the term “deconstruct” mean with regards to comparisons in classroom management?

Answer 12

The breakdown of a valued state of being (order, silence, simulteneity) into something worse.
Ex: Order in the class will deconstruct to off-topic chaos unless properly managed

Question 13

According to Paniagua, why are teachers unable to adequately respond to student’s diverse needs?

Answer 13

Because they are under immense unconscious pressure to standardize their practices.

Question 14

According to Paniagua, how does a lack of training around diversity in education contribute to de-professionalization of teachers?

Answer 14

It enables the rise of preconceptions about ethnicity, social class, and special education needs.

Question 15

In the Paniagua reading, what barriers make it difficult for Masirent and Iliase’s families to engage with the school?

Answer 15

Social class, low formal education, and poor proficiency in the language of instruction.

Question 16

What is meant by the term “externalizing logic” with regards to anthropology and special education?

Answer 16

Absolving responsibility for a problem by citing lack of education or training to deal with the problem.

Question 17

What are two benefits of routines described in class?

Answer 17

1. Students can learn to do helpful, uplifting tasks by themselves
2. Teachers are free to attend to other professional tasks

Question 18

How can features of routines and school culture (habitus) lead to exclusion of certain students?

Answer 18

Students or their families may not be able to participate. Ex: an expectation that students study for exams at home will not be met by students who don’t have anywhere to study at home or families who don’t know about this expectation.

Question 19

What is meant by the term “subjective isolation” with regards to students with special education needs.

Answer 19

Students will be absent while present. Used as a coping strategy to avoid frustration with routines that do not meet their needs.

Question 20

True or False: Routines can accommodate beliefs which contradict their practices. Elaborate.

Answer 20

True. The actions of a teacher can be in direct opposition to their beliefs about education. Ex: a teacher who wants everyone to learn the subject but who prioritizes timing and therefore leaves some students behind.