Charles Hien Blog #5 Video Analysis (Precious Knowledge)

FNED 246: Schooling for Social Justice

Video Analysis Template

Your Name:  _Charles Hien_________________________________

Title of Video/Text:  ___Precious Knowledge_________________________

Low-inference notes (Notes & Observations)	High-inference notes (Reflection & Connection)
Purpose: To document what you actually see or hear – your observations (not your opinion or interpretation). Do this while you watch/listen.	Purpose: To connect what you see and hear to. ideas/concepts/arguments from articles and videos from class.
Minimum of 10.  *Be specific in naming specific things you see and hear in the text.. Quote the text if you can. *Bullets and notes are appropriate for this section.	Minimum of 5 *Be specific. Use specific ideas and concepts from the reading and apply them to your observations in the low-inference column.  *Write in complete sentences. (See sentence starter ideas at the bottom of the table.) *You do not need to have a high-inference note for every low-inference note.
Documentary on Ethnic studies program at TUSD. In this documentary older family members make sacrifices for younger family members. Before the Ethnic program dropout rate for Mexican Americans, around 50% in high school for Mexican Americans. Before this Ethics study program the Mexican American high school students had a dysfunctional relationship with school. Mexican culture is 7,000 years old. In order to make a change you need to take a look at structure. TUSD program is being accused of being racist. Statistics showed improved testing scores from the Mexican Americans that went through the TUSD ethnic program. The Chairman (Tom Horne) wanted to eliminate the program without even going to investigate a class in action. The Arizona Educational department was claiming that the program was brainwashing the students.	Do you see intersectionality playing out in this video? Yes I do see intersectionality playing out in the video. The chairman and department of education in Arizona are suppressing the program. This is based on unfounded beliefs that the program is brainwashing the students.  The program was described as being racist. The program was indoctrinating students as being untouchable. Teaching the students non-American values. Calling the study “Tribal”. Do you see Culturally Responsive Teaching (from slide deck): Take students everyday lived cultural experiences and link what the students do know and understand and make connections. Students are not blank slates - they bring in their experiences (prior knowledge/experience) Yes I do see culturally responsive teaching. Students going home to tell their parents what they learned in school that day. Improved stat testing scores for the students of TUSD. Students are becoming knowledgeable about their heritage. Students standing with their teachers at hearings about the program. Students wanting to study (pulling all nighters)
Low-inference notes (Notes & Observations)	High-inference notes (Reflection & Connection)
Purpose: To document what you actually see or hear – your observations (not your opinion or interpretation). Do this while you watch/listen.	Purpose: To connect what you see and hear to. ideas/concepts/arguments from articles and videos from class.
	Do you see Delpit and the rules and codes of power? Delpit: There is a culture of power. The rules of the culture of power are a reflection of those who have power.  People without power are often most aware of its existence.  People with power are often least aware of its existence.  When the teachers from TUSD are brought in front of the Chairman and the department of education, regarding the Ethnic class, Delpit would argue that this is an example of how those in power are manipulating those not in power. My first interpretation of Precious Knowledge was that the school was bypassing traditional education; however, thinking more about Precious Knowledge’s idea of their ethnic program made me realize that the students were buying into the program. The results were excellent, grades and state testing results were improved. Students were trying harder. The teachers had brought out a passion in their students. The teachers and students of TUSD are the people without power. They are more aware that Tom Horne and Arizona’s department of education were trying to exert their power on TUSD by telling them how and what to teach at their school. Tom Horne, the person in power here, is trying to exert his power on this school without even going to the school to observe the teaching strategies. He says during the film that if he did go observe that the school would put on a false impression for him. While some people might interpret TUSD as being racist and brainwashing the students, TUSD’s idea of teaching the students about their heritage and culture has actually encouraged them to want to learn and be better students.