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Wednesday, 27 July 2011

  • My review of the book "Hunger of Memory: The Education of Richard Rodriguez" by Imelda Estrada

    My review of the book "Hunger of Memory: The Education of Richard Rodriguez" by Imelda Estrada

    Book Review and Response to “Hunger of Memory: The Education of Richard Rodriguez by Imelda Estrada

     

    “Take care of your family first. But then reach out to your neighbor, your block, your city, your country. Everybody wants change, but they want it to come by way of somebody else…If you wait for the government, you’ll wait a long time.”

    ~Edward James Olmos

     

    Hunger of Memory: The Education of Richard Rodriguez (1982) is the autobiography of a first-generation Mexican-American boy.  As a Mexican-American who is a first-generation college student, this book was a little bittersweet to me.  Rodriguez’s obvious rejection of his ancestral Mexican roots was a little upsetting.  Also, the image he creates of himself as the “scholarship boy,” in contrast to his uneducated family, was very disturbing.  At the beginning I decided to read this book because I wanted to read about someone like myself, someone Hispanic who believes in getting an education.  But I was not prepared for the surprise Rodriguez had in store for me in his autobiography. While reading his book, I experienced a mixture of feelings.  On one hand, I could not help but to empathize with him about the similarities we both shared as bilingual students in the United States.  On the other hand, Rodriguez’s interpretation of events made me feel confused and disconcerted about his writing.  Also, I was aware of my reaction to Rodriguez’s book.  Even though I have never met him I got a feeling, through his writings that he might be a bit of a presumptuous and ungrateful person.  He acknowledges benefiting from programs and yet he criticizes them. I was unable to judge the merits of the educational system through the eyes of Mr. Rodriguez because he contradicts himself in his autobiography.

    Nonetheless, Richard Rodriguez’s autobiography offers enough discussion on the subjects of teaching practices and students’ learning styles by providing an opportunity to analyze the use of language and bilingual education, as well as affirmative action in the United States.

     

    LANGUAGE:

    A great portion of the book Hunger of Memory by Richard Rodriguez focuses on the use of language in his life.  Rodriguez writes, “This autobiography, moreover, is a book about language” (Rodriguez, 1982, p. 6). He describes his childhood in detail. At the beginning of the book, Rodriguez described himself as a boy who spoke primarily Spanish. His parents are described as middle-class Mexicans who struggled with English. At an early age his parents taught him to speak Spanish, which became his primary language. Spanish was the language he spoke at home while English was the language spoken by los gringos. In his book Rodriguez walks his readers through his journey and the change of language from Spanish to English upon the beginning of his education in an elementary Catholic school. Arguing that the reason he was unable to assimilate to the American culture was because of his primary language, Spanish.  He resentfully recalls a playful teasing nickname he received: pocho, he interprets this name as a Mexican-American who is forgetting his native Spanish language and feeling guilty about it (not the real definition). Proficiency in the English language is becoming to Rodriguez a revelation of his American citizenship or nationality. Rodriguez’s change of language from Spanish to English was forced upon him by the nuns who taught at his school. His parents were asked to speak English at home. This event changed everything for Richard Rodriguez, and he became more Americanized and less private. The rejection of his native Spanish language is only the beginning of his future rejection of bilingual education for Mexican-Americans in the United States.  Richard Rodriguez in his book Hunger of Memory (1982) writes the following about bilingual education:

    Supporters of bilingual education today imply that students like me miss a great deal by    not being taught in their family’s language.What they seem not to recognize is that, as a socially disadvantaged child, I considered Spanish to be a private language.What I needed to learn in school was that I had the right¾and the obligation¾to speak the public language of los gringos (p. 19).

    Unfortunately, Richard Rodriguez did not take into consideration, while writing his autobiography, the history of the United States. The United States has a very linguistically diverse population and it’s a country composed of immigrants since its inception: “While Americans frequently celebrate the United States as a nation of immigrants, language policies are always working against the diversity of this country” (Banks & Banks, 2010, p. 303). For example: “[I]n recent years, the debate has escalated to a new level with English-only initiatives, such as the state-level Unz Initiative in California, Proposition 227, spearheaded by the millionaire businessman Ron Unz and passed by California voters in June 1998, outlawing bilingual education in the state of California” (Banks & Banks, 2010, p. 293).

    Richard Rodriguez argues that bilingual education limits a young student, when in reality it does the opposite.  My life is very similar to the one described by the autobiography of Richard Rodriguez. My primary language is Spanish and English is my second language.  Nonetheless, I received my high-school diploma in three years and graduated in the top five percent of my class (language was never an issue). “Research indicates that students learn best in meaning-centered and intellectually rich environment and that linguistically diverse students have the maximum potential to succeed when their language and culture are used and developed in instruction” (Banks & Banks, 2010, p. 303). While countries such as China, India, and Vietnam, among others, encourage their citizens to speak multiple languages, the United States passes language policies than condemn speaking other languages than English.

     

     

    AFFIRMATIVE ACTION:

    Richard Rodriguez also focuses his negative feelings about affirmative action in his autobiography Hunger of Memory. What does affirmative action consist of? “Affirmative action constitutes a redistribution of college slots toward minority students, particularly for more exclusive institutions” (Durlauf, 2008, p. 132). Richard Rodriguez wrote several articles against affirmative action, and one of his reasons was that, “The policy of affirmative action, however, was never able to distinguish someone like me (a graduate student of English, ambitious for a college teaching career) from a slightly educated Mexican-American who lived in a barrio and worked as a menial laborer, never expecting a future improved” (Rodriguez, 1982, p. 151). He is really an arrogant person, and affirmative action has little to do with his feelings of inferiority and insecurities. Even though he enjoyed bilingual programs and took advantage of all the benefits of affirmative action he never supported them and spoke always against them. Some scholars would describe Richard Rodriguez’s as, “member[s] of disadvantaged groups may see affirmative action as a source of negative outcomes and potential loss, because they run the risk of being seen as less competent and unlikely to have been hired because of their qualifications, even if they have superior individual skills” (Resendez, 2002, p. 2004). Perhaps what really upset me about Richard Rodriguez is the cynical or sarcastic attitude he presents in his book. He rejects, but at the same time he takes advantage of his ethnicity.  In fact, he ascribes his scholastic success to individual merits only when all through his biography we read the opposite, “The scholarship boy cannot afford to admire his parents” (Rodriguez, 1982, p. 72). As a child, he was embarrassed by his parents’ lack of education. He would then project this embarrassment on the lack of confidents he possessed on his own¾by condemning programs such as bilingual education and affirmative action.  In his book, he feels guilty that he has been a willing beneficiary of affirmative action, “The fact is that I complied with affirmative action.I permitted myself to be prized.Even after publicly I continued to indicate my race on applications for financial aid” (p. 152). Richard Rodriguez’s autobiography is an isolated case of unappreciative behavior of an education received with nothing more than benefits toward him as a minority student. Programs such as bilingual education and affirmative action made it possible for him to received an education and become one of the first Hispanic students in higher education.

    In conclusion, bilingual education and affirmative action are two programs sponsored by the education system that have reported many successful stories like myself and Richard Rodriguez (even if he refuses to acknowledge it). For example, “In nearly every classroom, linguistic diversity shapes the nature of teachers’ work.Linguistic and cultural diversity is one of the great assets of the United States, yet schooling for linguistically diverse students continues to be plagued by poor programs, limited resources, and lack of commitment for policy makers” (Banks & Banks, 2010, p. 303). On the other hand, I echo the comments activists made of Richard Rodriguez. “I was becoming the gringo’s fawning pet. What ‘they’ want all Hispanic to be.I remember the remark when I was introduced to an all-white audience and heard their applause so loud” (Rodriguez, 1982, p. 148).  In the midst of his rejection for bilingual education and affirmative action, the reader acknowledges the benefits Richard Rodriguez received through these two programs described in his autobiography.The educational system provides a more diverse and complete education thanks to programs created to educate minorities and to help them succeed.The book Hunger of Memory by Richard Rodriguez testifies to this, even if its author does not want to acknowledge it.

     

    REFERENCES:

    Aberson, C.L. (2007). Diversity, merit and discrimintion beliefs as predictors of support for affirmative action policy actions. Journal of Applied Social Psychology, 37, 2451-2474.

    Banks, J., & Banks, C. (Eds.). (2010). Multicultural education: Issues and perspectives. (7th ed.). New York: Wiley.

    Durlauf, Steven N. (2008). Affirmative action, meritocracy, and efficiency.  Politics, Philosophy & Economics, May 2008, 7: 131-158, Sage Publications.

    Resendez, M.G. (2002). The stigmatizing effects of affirmative action: An examination of moderating variables.  Journal of Applied Social Psychology, 37, 421-444.

    Rodriguez, R. (1982). Hunger of memory: The education of Richard Rodriguez autobiography. Boston, MA.: D.R. Godine.

     

     

     

Thursday, 30 June 2011

  • Trip to Turkey: Women wearing Niqab

    DSC02771

    NIQĀB

                We visited the “Orphan Gazi Turbesi.”  Two buildings contained the graves and coffins/caskets of sultans.  Inside one of the buildings with the caskets of sultans a group of Muslim women wearing religious attire that consisted of a loose outer garment called jilbab; a khimar, a head covering that drapes to the fingertips; and a niqāb, a scarf that covers most of the face.  I was told that the more rigorous the garment or clothing of women, the more religious a person/woman is. Nonetheless, it is very difficult, for a tourist like myself, to distinguish between one type of veil (niqāb and/ or hijab or burqa) and another.  Jan Goodwin in The Price of Honor writes,         

                “The veil originated as a Persian elitist fashion to distinguish aristocracy from the   common masses, and has moved in and out of fashion ever since.  As Islamic radicalism         rose at the beginning of the last decade, the pendulum for Muslim women swung the       other way again.  Once more they were not to be hidden behind veils, a development that        now seems to legitimize and institutionalize inequality for women.”

     

                Nonetheless, it was a culture shock for me to see women covered from head to toe all in black.  It was also intimidating and scary.  I’ve read and have seen pictures of women all dressed in black with veils covering their faces, but seeing them face to face is a completely different story.  I just couldn’t help wondering how they felt, especially because I’ve heard of the big controversy among scholars of whether wearing the niqab is obligatory or just cultural.  I tried putting myself in their position and asked myself, “Would I wear a niqāb?” 

                In the United States and Mexico the only women I’ve seen covered up are certain nuns (depending on their denomination or congregation).  But not even Western nuns covered themselves as much as Muslim women.  Perhaps the uncoveredness of American women makes Muslims look scary.  I started questioning myself:  “Why did I prejudge Muslim women wearing niqābs?  Since when did I allow my senses to rule my perception of people rather than my intellect?”  I had no answers.  There was only one thing I was clear of, and that was, that no matter how educated I might be on the subject, what looks culturally familiar and normal was the reasoning of my judgment and not everything I’ve learned in school.  The positive thing about this experience I had in Turkey with women wearing nigābs is that  I was able to question the reaction I was having and not fomenting my prejudgment.  

                Later, we went close to the hill from which you were able to see Bursa from up high and we took a group photo.   But then the unimaginable happened:  one of the Turkish ladies all covered in black garments from head to toes talked to us.  I could not believe it.  She spoke to us in English and asked us, “Where are you from?”  Although I was unable to see her facial expressions, the tone of her voice made be assume she was very young and nice.  She seemed very friendly.  Then my perception of her and all other women in wearing black nigāb changed.  Perceptions are deceiving, indeed!

                To add to this experience, after my arrival back home, I recently watched two American Hollywood movies: Buried and Not Without My Daughter.  Before watching the movies, I was still savoring my sweet memories of Turkey.  I was still enchanted by the beauty of Turkey.  But I discovered that after watching those two movies, I became a little at ease with myself.  The two movies already mentioned portray Arabs as people unworthy of trust.  It was here that I was able to understand the reason why some of us fear Arab people.  But then again I was reminded of the goodness of the Turkish people and that I/we should not judge a group of people based on the actions of one or two.  I was also able to make a judgment based on my personal experience and not on others. Nonetheless, I do believe that having the opportunity to meet Arab people, first hand, gave me the opportunity to change my perception of them and to monitor myself in real life events.  I never knew I was going to have such internal battle when confronted with my reality.  I now know that reading and applying knowledge are two completely worlds.  I now know that it is now about accepting others but instead, it is all about accepting the reality that there is more to what we are familiar.  We might not hold the truth in its totality.

     

Friday, 04 March 2011

  • Model Arab League 2011

      arab league

     

    A week after a two-day convention of Model Arab League, I am barely able to take a long breath and write my reflection on this event.  Considering that is my first time attending Model Arab League...it went well.  A group of five students from the "Peoples of the Middle East" class volunteered to represent Morocco and consequently our institution the University of Houston-Clear Lake.  It took us only a couple of days of preparation but many hours of research and a close look at how the Arab world functions.

    At Model Arab League, students simulate the Arab League of Nations and represents one of the Arab nations. On this occassion we had the priviledge of representing Morocco.  Among the five students participationg (Nick Burns, Jane Terekhova, Juan Gacia, Udeshika Amarasihghe, and I) we divided our Morocco delegation into five committees such as a social, political, Palestenian, economical, joint defense committee, with one delegate per council.

    This was truly an overwhelming experience.  I learned soooooo much of the Arab nations. Above all, I learned that it is extremely important to "be in character" during those heated political debates.  You have to act, think, speak, react, feel like the Arab nation you are representing and speak during the Model Arab League based on all the research done before this conference.  Although, a more Western approach "would/could" be more convincing to get those resolutions passed...you can't :)  You just can't because people in the Middle East see and think of their economy, politics, social affairs different than ours.

    To me, the most difficult part of all was learning the correct parliamentary procedures to follow during the political debates...still is!

    Nonetheless, the best part about this experience was the four new friends I met.  Our UHCL/Morocco delegation was the best.  Not because we won awards (which we did) but because we bonded so well.  Our faculty advisors were the best too. Dr. Lash and Dr. Curtis walked with us through the whole process and made us feel supported at all times.

     

    Model Arab League was truly a learning experience happy

Thursday, 23 September 2010

  • My first photo exhibit

    This is my first photo exhibit. 

    I recently finished a huge project at the place where I work. My job consists of awarding scholarships.   The Celebrating Our Elders is a scholarship project that awards first-generation college students who write a story of an African-American or Hispanic elder that inspired them to pursue higher education.  Even though the elder must be of Hispanic or African-American heritage the student can be of any ethnic group.  The year 2010 was of great success for me; for the first time I had the opportunity to put together EVERYTHING for this scholarship project: from organizing receptions, tracking students success, awarding scholarships, to taking photos for the exhibit.  It was my first time taking photos at a "professional level."  I feel very good with the outcome.  Plus, it was a pleasure meeting all those elders who inspired these students to make a change in their life and to pursue higher education.

    Imelda heart

Wednesday, 08 September 2010

  • Book: Enrique's Journey: The Story of a Boy's Dangerous Odyssey to Reunite with his Mother

    A couple of year ago I read "Enrique's Journey."  For mysterious reasons I forgot to post this book on my blog.  Nonetheless, the recent situation in the border reminded me of the importance of this book.  This book is the twenty-first century odyssey of a boy trying to reunite with his mother in the United States.  The outstanding and dangerous struggles of those trying to cross the border.  The sad part is that is based on a true story and that many more "Enriques" re-write this story under their own dangerous journeys...some make it, some don't!

    Enrique is a little five year old from Honduras.  His mother decides to leave her country and to migrate to the United States due to the poverty in which they lived.  The plan is for mother to send money back to Honduras so that the children (Enrique and his sister) could be fed.  Eleven years passed until Enrique makes the decision to reunites with his mother in the United States...here is where the journey begins.  Once they are reunited, things change.  Perhaps everything was better in his imagination.  Perhaps things looked prettier in his dreams.

    This book reminded me of how beautiful things look "in our wildest dreams."  Once, we are faced with reality, then one might ask "Was this odyssey/journey worthwhile?"  It makes me extremely sad to read and to know of the struggles many of my brothers and sisters who suffer in the United States.   But it's all a matter of "what place is better to suffer" because if they go back to their countries, they go back to suffering too.  If only the situtation in many third world countires were better, then people had no need to cross borders.  If only, persecution and poverty would disappear, then millions of people would live happily ever after in the country that gave birth to them/us.  I say a prayer of all those who suffer in foreign countires in order to provide a better living for their love ones.

    This book is a reporting of events.  The reporting is outstanding and accurate not even a minimum/small remark of judgemental.  It's a pure and unique ethnography.

    If I could give it stars; I would give it 5 stars happy

imemusic3

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    • Name: Imelda
    • Location: Houston, Texas, United States
    • Gender: Female
    • Member Since: 4/11/2008

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  • neofalsegod
    hard to say, about the whole teacher concept. there was a spiritual mentor/great employer type person that was an awesome influence on my life