Teachers as Cultural Workers: Letters to Those Who Dare to Teach and what you believe to be the most significant part of that book. For example: you may write about one of the discussion questions, a chapter in Teachers as Cultural Workers, or a topic that interested you like banking methods of teaching versus democratic approaches discussed in several chapters. You may use School and Society or the videos that I posted in Module 7 to support your analysis of Teachers as Cultural Workers.
Please do not read a small section of the book and try to write your paper. Most of the topics are discussed in several sections of the book.
Within the paper, present your subject for discussion, the authorâs position in the reading, the significance of the reading or topic, and why you selected this topic. These papers help fulfill the third part of the course expectations (all statements of knowledge, opinion, and value made by me, students (you), and texts are subject to criticism, that is to evaluation in terms of clarity, consistency, and strength of evidence). These reflections are also a way for you to develop a topic for the final paper, where one of the final exam essay choices is to analyze the readings for the course
Sample Solution
ore trustworthy than hoodrats. Unfortunately, to keep their status they have to condone and often act out the bias of the men in the group by putting down the other women designated as hoodrats. In their study, Doing Gender, Dr. Candace West and Dr. Don H. Zimmerman (1987) further explain that by âdoing genderâ people are simply acting out a socially constructed âachieved property of situated conduct.â Drug dealers reconstruct this in how they treat women in gangs as well as how they interact with other males. Another way that these gender stereotypes are reconstructed are during drug robberies. In the Journal of Contemporary Ethnography article Damn, Yo-Whoâs That Girl: An Ethnographic Analysis of Masculinity in Drug Robberies, Dr. Randol Contreras (2008) examines the role of women in the commission of drug robberies. The standard practice is for women to use their sexuality to lure drug dealers into a trap. Usually they get them secluded and then the men ambush and rob them. The women are not given an honest cut, and are not viewed as equals with the men. The robbers know that the drug dealer will fall for the bait because he has to prove he is a real âmanâ by attempting to sleep with the girl. This shows that drug robbers know the stereotypes, take advantage of them, and yet internalize them, all at once. They donât see the girls as equals, they donât think they are smart enough to earn a real cut. It is also just as imperative to the notion of understanding the complexities of crime to look at the various factors involved in a personâs social identity. Intersectionality e>
ore trustworthy than hoodrats. Unfortunately, to keep their status they have to condone and often act out the bias of the men in the group by putting down the other women designated as hoodrats. In their study, Doing Gender, Dr. Candace West and Dr. Don H. Zimmerman (1987) further explain that by âdoing genderâ people are simply acting out a socially constructed âachieved property of situated conduct.â Drug dealers reconstruct this in how they treat women in gangs as well as how they interact with other males. Another way that these gender stereotypes are reconstructed are during drug robberies. In the Journal of Contemporary Ethnography article Damn, Yo-Whoâs That Girl: An Ethnographic Analysis of Masculinity in Drug Robberies, Dr. Randol Contreras (2008) examines the role of women in the commission of drug robberies. The standard practice is for women to use their sexuality to lure drug dealers into a trap. Usually they get them secluded and then the men ambush and rob them. The women are not given an honest cut, and are not viewed as equals with the men. The robbers know that the drug dealer will fall for the bait because he has to prove he is a real âmanâ by attempting to sleep with the girl. This shows that drug robbers know the stereotypes, take advantage of them, and yet internalize them, all at once. They donât see the girls as equals, they donât think they are smart enough to earn a real cut. It is also just as imperative to the notion of understanding the complexities of crime to look at the various factors involved in a personâs social identity. Intersectionality e>
