Welcome to Shuai's page!
As a private music teacher, this two-week course provides me with a journey about challenging and rethinking. I assume music is universal as a necessary human activity. However, all readings challenge my presumptions that we have not embraced people from minority groups though we may allow them to musicking. I start to wonder if we really embrace tolerance to differences? Who benefits? So what?
I believe the root is celebrating those unlike us and promoting multiple identities. Keep tracking my thinking shifted within this two-week. I hope my transformation can inspire your thoughts. And we could move forward beyond feeling and thinking but acting. Think about your action upon multiple identities. |
Check it out how Hank introduced the prejudice and discrimination. Listen to how he explains the connection between unconscious automatic bias and our behaviour.
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Positionality Video:Hello, this is Shuai. In this video, I introduce my identity and privilege. Also, I try to connect my identity to the term inclusion. Enjoy Watching!
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Poetry
The poetry adopts the words from the three articles mentioned below and rearrange and create a poem concerning those three scholars. The first video is the performance piece while the other one is the reflection video addressing the thinking process about why and how I chose.
Poem : The appropriate wordsSocJus is the judge of thinkable thoughts,
A movement of speech control, An act of retaliation, near-absolute, The text of subtle biases and insensitivities is expunged from the daily interaction, The first day is crazy, The next day is dumb, The following day is what? You want to talk about the hitting news but get denied, You want to twitter with social text but get denied, You want to be happy to chat. All of the desires are completely unrealistic, Peace, equity, respect, Where I can put down my fear of self-policing, Where I can speak up inappropriate words without irritating anyone |
Narrative:This video explains why I chose what I chose and my opinions of Social Justice Warriors.
References: 1.‘Social Justice Warriors’ https://observer.com/2016/02/the-totalitarian-doctrine-of-social-justice-warriors/ 2.The Real Reason We Need to Stop Trying to Protect Everyone’s Feelings https://observer.com/2015/09/the-real-reason-we-need-to-stop-trying-to-protect-everyones-feelings/ 3.The Pecking Disorder: Social Justice Warriors Gone Wild https://observer.com/2015/06/the-pecking-disorder-social-justice-warriors-gone-wild/ |
Issues and ideas I want to address in class
After reading: Chapter 11: “Yeah but…”: Common Rebuttals, I write out 3 issues or ideas each of I want to address in class
1. Politically neutral: How do we, teacher, bridge the gap between students' identity (belief) and political correctness in the school setting? 2. Citing exceptions to the rule: Is there a way we can guide our students to be aware that the exceptions they cite does position themselves as a member of the oppressed group? 3. Intersectionality: What is intersectionality? What is the purpose of understanding it? Will children be more objective or open-minded to embrace inclusion when they are able to recognize intersectionality? What activity can we employ to invite students to process the dynamics of intersectionality? References: Sensoy, O., & DiAngelo, R. (2017). “Yeah but…”: Common Rebuttals. In Is everyone really equal? : an introduction to key concepts in social justice education / Özlem Sensoy and Robin DiAngelo. (Second edition.). Teachers College Press. |
Reflections:
There are three essays showing my thoughts, wondering concerning the readings and discussions. I am trying to have a personal dialogue with the opinions from this course. It lists from chronological order. Happy reading!
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First Response to "The Social Model of Disability" and "Understanding Privilege through Ableism in Is everyone really equal?"
References: Shakespeare, T. (2017). The Social Model of Disability in The disability studies reader / Lennard J. Davis [electronic resource] (Fifth edition.). Routledge. Sensoy, O., & DiAngelo, R. (2017). Understanding Privilege through Ableism in Is everyone really equal?; An introduction to key concepts in social justice education / Özlem Sensoy and Robin DiAngelo. (Second edition.). Teachers College Press. Perry, D, M. (2015) OPINION: Inspiration porn further disables the disabled. Retrieved July 07, 2020, from http://america.aljazeera.com/opinions/2015/6/inspiration-porn-further-disables-the-disabled.html A Personal reflection of first week reading and discussions:
References: Elizabeth Mitchell. (2019). Community Music Therapy and Participatory Performance. Voices, 19(1). https://doi.org/10.15845/voices.v19i1.2701 Gary Ansdell. (2002). Community Music Therapy & The Winds of Change. Voices, 2(2), np. https://doi.org/10.15845/voices.v2i2.83 Treweek, C., Wood, C., Martin, J., & Freeth, M. (2019). Autistic people’s perspectives on stereotypes: An interpretative phenomenological analysis. Autism, 23(3), 759–769. Sensoy, O., & DiAngelo, R. (2017). Understanding Privilege through Ableism in Is everyone really equal?: An introduction to key concepts in social justice education / Özlem Sensoy and Robin DiAngelo. (Second edition.). Teachers College Press. Cross, I. (2014). Music and communication in music psychology. Psychology of Music, 42(6), 809–819. https://doi.org/10.1177/0305735614543968 Final reflection after two-week courses:
References: Aragon, S., Poteat, V., Espelage, D., & Koenig, B. (2014). The Influence of Peer Victimization on Educational Outcomes for LGBTQ and Non-LGBTQ High School Students. Journal of LGBT Youth, 11(1), 1–19. https://doi.org/10.1080/19361653.2014.840761 Collins, C., & Ehrenhalt, J. (n.d.). Best Practices for Serving LGBTQ Students. Retrieved July 19, 2020, from https://www.tolerance.org/magazine/publications/best-practices-for-serving- lgbtq-students Gold, J. (2016). Shifting Out of Neutral. Issue 52.Retrieved July 19, 2020, from https://www.tolerance.org/magazine/spring-2016/shifting-out-of-neutral Heyd, D. (2008). Is toleration a political virtue? In M. S. Williams & J. Waldron (Eds.), toleration and its limits (pp. 171–194). New York: New York University Press. Horton, J. (1996). Toleration as a virtue. In D. Heyd (Ed.), Toleration: An elusive virtue (pp. 28–43). Princeton: Princeton University Press Jones, P. (2003). Toleration and neutrality: Compatible ideals? In D. Castiglione & C. McKinnon (Eds.), Toleration, neutrality and democracy (pp. 97–110). Dordrecht: Springer. Neutral, (n.d.). In Lexico.com dictionary. Retrieved from https://www.lexico.com/en/definition/neutral Nichols, J. (2013). Rie’s Story, Ryan’s Journey: Music in the Life of a TransgenderStudent. Journal of Research in Music Education, 61(3), 262–279. Palkki, J., & Caldwell, P. (2018). “We are often invisible”: A survey on safe space for LGBTQ students in secondary school choral programs. Research Studies in Music Education, 40(1), 28–49. Sensoy, O., & DiAngelo, R. (2017). “Yeah, But...” Common Rebuttals in Is everyone really equal?: An introduction to key concepts in social justice education / Özlem Sensoy and Robin DiAngelo. (Second edition.).Teachers College Press. |
Final Reflection Video:
This is an individual reflection video addressing what has shifted in my thinking, lingering issues and questions related to readings and discussions from this course.
References: Nichols, J. (2013). Rie’s Story, Ryan’s Journey: Music in the Life of a TransgenderStudent. Journal of Research in Music Education, 61(3), 262–279. Sensoy, O., & DiAngelo, R. (2017). Understanding Privilege through Ableism in Is everyone really equal?: An introduction to key concepts in social justice education / Özlem Sensoy and Robin DiAngelo. (Second edition.). Teachers College Press. Palkki, J., & Caldwell, P. (2018). “We are often invisible”: A survey on safe space for LGBTQ students in secondary school choral programs. Research Studies in Music Education, 40(1), 28–49. |
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Now what?
So the next question is what I can do?
As a private music teacher, though I think I am very open-minded to the minorities communities, All readings and discussions informed me that it is not enough. It is not enough to have a tolerant mind as a teacher. The principal one I should work on is language choice. As Palkki and Calwell (2018) explain, music teacher usually has a conversation to explain the context of the piece for students to make a personal connection to the composer or lyrics. A typical fairy tale talking is not helpful for LGBTQ youths, and they may feel excluded and hurtful because of the automatic idea of girls liking guys. It never occurred to me that I should be mindful of gender-sexual diversity contexts when explaining the chant and mass in the middle ages. Pronouns switching is another target I will work it out. For example, I should stop calling my students “guys” and stop mentioning him or her without asking the student individually. Besides, I plan to foster an open dialogue for my students by including composers with diverse gender-sexuality into the repertoire. Those conversations are essential for students who seek a space for discussing or expressing their opinions toward different identities. Music can serve as a useful portal for starting this talk. By illustrating my attitude towards LGBTQ topics, I intend to inspire the students to have more empathy and understanding. Reference: Palkki, J., & Caldwell, P. (2018). “We are often invisible”: A survey on safe space for LGBTQ students in secondary school choral programs. Research Studies in Music Education, 40(1), 28–49. To be continued... |
I see your monsters,
I see you pain, Tell me your problem "We" will chase them away. |
“A diverse mix of voices leads to better discussions, decisions, and outcomes for everyone.”