Author: Voicing Poverty

Lauren Wolf – work-in-progress

Posted on by Voicing Poverty

CURRENT SYLLABUS (excerpt):

Eugenio Maria de Hostos Community College Mathematics College 

Mathematics Department  math 150

Course: 440b / Section: 60915

Course Title: College Algebra-Trig.

Course Outline

Course Description: This course introduces the concept of mathematical functions in preparation for further studies in pre-calculus and calculus. The course content includes an in-depth treatment of the following topics: polynomial functions and factoring techniques, rational functions and equations, radical functions and equations, complex numbers, quadratic equations, graphs of quadratic functions, applications to geometry, conic sections and an introduction to the study of trigonometric functions. This course is appropriate for liberal arts students as well as STEM majors. This course will have a humanities component discussing the power of mathematics and economic access.

Course Objectives: My goal is to help you believe in yourselves mathematically, I enjoy bringing students who had math phobias to new heights. The one thing I will not tolerate is insulting other students like “duh that was easy.” Everyone learns at their own pace.

Required Text: Sullivan algebra and Trig. (can find used addition $10)

Other Requirements: Class participation and attendance is mandatory. Additional readings Radical Equation: Civil Rights to the Algebra Project.

Grading : There will be 4 in class tests worth 15% each and a final worth 25%, class participation and attendance will be worth 15%. Effort is extremely important. Class exam 4 (15%)

We Will be able to expand on some of these topics this is just a basic guideline.

Please do not let all this material stress you out, we have fun and we will work and grow together and find a common ground.

MY PROPOSAL

I will introduce Robert P. Moses’ book,”Radical Equation: Civil Rights to the Algebra Project,” into my college algebra class. Moses strongly believes that “[e]conomic access and full citizenship depends crucially on math and science literacy.” He firmly believes that brown and black folks are purposely held back from math courses, particularly higher levels. When access is denied to key components of education that are linked to socio-economic mobility, the end result is the suppression of economic access to the 21-century job market.

We will embark on this journey in College Algebra because this is a gateway class. Since CUNY is doing away with developmental mathematics, students must take a course like College Algebra to obtain their degree. Therefore, STEM is the only socio-economic equalizer for social and economic racism. The world of STEM can really demystify the fear and apprehension of mathematics. Once the fear is removed, STEM opens many new possibilities for students to accomplish great success and economic prosperity.

In my class, I teach from the perspective of the pedagogy of love and care. This approach fosters a learning environment rooted in the recognition of each other’s humanity. I mention this because I do not believe students would open up in the absence of real humanistic connections. I will combine this pedagogical approach with the Radical Equation to teach about systemic racism, and how we can rise above it through the power of mathematical knowledge.

Sarah Hanssen – work-in-progress

Posted on by Voicing Poverty

FILM 91: World Cinema

In this class we attempt to tour the world through films. Many of these films do touch on the theme of poverty. One of the most straightforward looks at poverty takes place when we examine Mexican cinema. We watch several short films that directly portray the experience of Mexicans who are struggling to survive on a daily basis. Students seem particularly moved by this short film, La Carnada:  https://vimeo.com/106839392. However, I hesitate to link the theme of poverty to any one country or cinema about that country. Therefore, I am considering changing the oral presentation assignment to directly address poverty instead.

I ask my classmates if you have any advice on how to make the assignment for specific so that students really dig in to the topic.

Original Assignment: Documentary Oral Presentations 

Each student will choose a documentary film (from my list) to watch and research, culminating an oral presentation to the class. You are not required to explore all aspects of the film, instead you will choose one area of concentration about the culture to focus on. You will discuss how a specific cultural factor such as class, religion, gender, sex, age, race, or belief, is evidenced in the film, and what it reflects about the specific culture.

Films:

  • Wasteland (Brazil)
  • Favela Rising (Brazil)
  • Manda Bala (Brazil)
  • Reportero (Mexico)
  • Aluna (Columbia)
  • War Dance (Uganda)
  • God Loves Uganda (Uganda)
  • A Walk to Beautiful (Ethiopia)
  • My Country, My Country (Iraq)
  • The Square (Egypt)
  • Encounter Point (Israel/Palestine)
  • Born Into Brothels (India)
  • He Named Me Malala (India)
  • Daughter from Danang (Vietnam)
  • The Act of Killing (Indonesia)
  • Ai Wei Wei: Never Sorry (China)
  • The Propaganda Game (North Korea)
  • The Cove (Japan)
  • The Arbor (England)

Areas of concentration will include:

1.  poverty

2.  ethnicity

3.  class

4.  male/female roles (gender)

5.  language

6.  sexual orientation

7.  belief

8.  other forms of social differentiation (must be approved by professor)

Feel free to use pictures, video clips and powerpoint in your presentation. The total time of your presentation must be between 3 and 7 minutes (depending on your use of video clips). Additionally, because you are presenting about another culture, you are encouraged to incorporate foreign language, props, music, dress and other visual aids for your presentation.

Revised Assignment: Documentary Oral Presentations 

You will choose a foreign documentary film (from my list) to watch and research, culminating an oral presentation to the class.  You are not required to explore all aspects of the film, instead you will explore the theme of poverty as evidenced in the film. Remember, this documentary might not directly be about poverty, nonetheless, the film will invite you to see how poverty is effecting people within that culture. You are asked to identify where poverty is a factor and research more about the underlying causes and effects. 

Begin by watching the film, then construct a preview statement. Example: In the film Titicut Follies, the director explores how class impacts the treatment of the mentally ill in America.

Remember to take a stance on the film and what it means. Example: The film Titicut Follies illustrates how class, resulting in a failure to meet the needs of mentally ill citizens, affects the American judicial system.

Finally, your conclusion should include your reflections on how what you’ve seen and learned about poverty in another culture effects your understanding of poverty in America.

Films:

  • Wasteland (Brazil)
  • Favela Rising (Brazil)
  • Manda Bala (Brazil)
  • Reportero (Mexico)
  • Aluna (Columbia)
  • War Dance (Uganda)
  • God Loves Uganda (Uganda)
  • A Walk to Beautiful (Ethiopia)
  • My Country, My Country (Iraq)
  • The Square (Egypt)
  • Encounter Point (Israel/Palestine)
  • Born Into Brothels (India)
  • He Named Me Malala (India)
  • Daughter from Danang (Vietnam)
  • The Act of Killing (Indonesia)
  • Ai Wei Wei: Never Sorry (China)
  • The Propaganda Game (North Korea)
  • The Cove (Japan)
  • The Arbor (England)

Feel free to use pictures, video clips and PowerPoint in your presentation. The total time of your presentation must be between 3 and 7 minutes (depending on your use of video clips). Additionally, because you are presenting about another culture, you are encouraged to incorporate foreign language, props, music, dress and other visual aids for your presentation so that the class, who may not be familiar with that specific culture, can learn as much as possible about it.

You must write your own content and also include evidence of research. Please be sure to site your sources, Wikipedia is not a source.  

Marian Stewart Titus – work-in-progress

Posted on by Voicing Poverty

The nature of my English course: “Writing about Literature” lends itself naturally to incorporating a poverty-humanities focus.  In previous semesters, I have highlighted poverty if it was a stark feature of a text, or otherwise was central to a text’s meaning. Of course this treatment was without the benefit of my involvement in this faculty seminar thus far, and lacked a holistic focus vis-a-vis poverty and the wider society.  With the new insights that this seminar has given me, I recognize that the course’s original learning outcomes emphasize the mechanics of writing, and pay less attention to the critical analyses of literary texts. These critical analyses provide the opening for more comprehensive discussions about poverty.

The existing course description now in my syllabus:

This is a course that builds upon skills introduced in English 101. In this course, literature is the field for the development of critical reading, critical thinking, independent research, and writing skills. Students are introduced to literary criticisms and acquire basic knowledge necessary for the analysis of texts (including literary terms and some literary theory); they gain proficiency in library and internet research; and they hone their skills as readers and writers. Assignments move from close readings of literary texts in a variety of genres to analyses that introduce literary terms and broader contexts, culminating in an independent, documented, thesis-driven research paper. By the conclusion of English 201, students will be prepared for the analytical and research-based writing required in upper-level courses across the curriculum; they will also be prepared for advanced courses in literature.

This course will analyze major representative texts and explore their central themes. In this particular section, we will focus on three major literary genres: fiction: comprising one novel and selected short stories, poetry, and drama: one play. The overall theme of the course will be that of inclusion and exclusion as individuals seek to find a place for themselves in their world.

This course will focus upon and critically examine the unique stylistic features of fiction, poetry, and drama. The primary goal of this course is to develop an essential understanding and appreciation of these three genres as they have been used in literature from a variety of historical and cultural contexts. The secondary goal of this class is to develop the necessary skills and methodologies needed to critically analyze and appreciate fiction, poetry, and drama in a far different and greater comprehensive context than you may have previously experienced. In order to achieve these goals and prepare you for future academic challenges that you will inevitably experience, learning traditional and twenty-first century analytical skills will enhance your mastery and familiarity with literatures in English.

201 learning outcomes now in the syllabus: 

Most of these emphasize the mechanics of research and writing. Only bullet four refers specifically to the features of literature itself:

  • Write clear, grammatically correct sentences in well organized paragraphs (Measured in Discussion Boards, Research Projects and Papers)
  •  Write well-developed thesis-driven argument and analysis papers, some of which incorporate research (Measured in Discussion Boards, Research Projects and Papers)
  • Frame research questions; plan research strategies; find and evaluate sources using the BMCC Library and the BMCC Library Website; and present results of research (Measured in Discussion Boards, Research Projects and Papers)
  • Define and apply literary terms to analyses of texts within three major genres of literature (Measured in Discussion Boards, Research Projects and Papers)
  • Correctly use the conventions of MLA documentation and citation, including a “Works Cited” page (Measured in Discussion Boards, Research Projects and Papers. 

My revised learning outcomes incorporating a poverty-humanities focus:

These outcomes flesh out the fourth original learning outcome listed above:

  • (1) Sensitize students to how literature is an expression of the human condition, and the role that poverty plays as part of this condition, and how it affects an individual’s life chances.
  • (2) Enable students to critically assess their position in society vis-a-vis the literary texts discussed, and the role that poverty plays, if at all, in their lives.
  • (3) Students will critically analyze poverty’s place vis-a-vis other social and economic classes, and how literary texts demonstrate the place that poverty occupies in the structure and workings of society .
  • (4) Students will critically analyze literary texts with an eye to how authors address poverty as part of their presentation of the human condition. 

I want to revise the three paragraph course description to incorporate a poverty-humanities focus, but I have not yet decided on the language I need to achieve this.

I have attached my current syllabus and course map.

I have also attached three texts which I am now using in my course:

Chinua Achebe, Dead men’s path

Junot Diaz, Negocios

Zora Neale Hurston, Sweat

and other texts which I want to include:

William Blake, The Chimney Sweeper 

Langston Hughes’ Out of Work and Let America be America Again

I welcome your comments and suggestions.

Asrat Amnie – work-in-progress

Posted on by Voicing Poverty

The following student learning outcomes will be added to my Substance Use and Abuse Course Starting Fall 2021:

Student Learning Outcomes​

 1.  Apply Intersectionality as a tool for understanding “case studies”  of poverty and addiction (including memoirs and videoclips) at individual and family level

2.  Analyze cultural representations for depictions of  poverty  and addiction with attention to race, class, gender, sexuality as used to portray poverty and addiction at individual, family, and community levels

3.  Analyze patterns of poverty and addiction with attention to social and environmental determinants in low income families and communities.

 4. Differentiate coping strategies for poverty and other types of stress and describe the ramifications of maladaptive coping, especially substance use and abuse.

5.  Analyze  the war on drugs, drugs and substance abuse in the criminal justice system, including mass incarceration (school to prison pipeline), with emphasis on poverty and addiction as preventable social adversity.

I found the following resource that we were provided very helpful but will use other resources as well.

Hart, C. L. (2021). Drug use for grown-ups: chasing liberty in the land of fear. Penguin.

Brett Whysel – work-in-progress

Posted on by Voicing Poverty

In my Managerial Decision-Making course I have some readings from Scarcity, by Sendhil Mullainathan, and a mini-lecture. In brief, intense/chronic scarcity can impair decision-making by making us more myopic and obsessed over that which is scarce. This can reduce planning, strategic, and empathetic thinking. Scarcity can apply to money, calories, social connection, and more.

I have found that students may watch my short video lecture (or not) but focus not on the cognitive effects of scarcity, but on the issue of scarcity itself. Instead of questioning how scarcity can challenge their decision-making and what they can do about that, they focus on the easier question of how to make a decision when there is not a lot of money on hand.

I am hoping that a creative work (“X”), such as a poem, short-story, comic/manga, anime, movie clip, artwork, excerpt from literature, song, music video, etc. might engage students better with the topic so they can understand it. Perhaps when a fictional character faces scarcity, the topic will not feel so personal and we can avoid the contradiction of the student as subject and object.

Here’s a rough draft of an assignment that I hope students will find relevant and engaging:

Objectives:

  • 1.   Explain the cognitive effects of scarcity (poverty) (& racism)
  • 2.   Diagnose decision-making challenges resulting from scarcity
  • 3.   Apply appropriate tools and techniques to improve decision-making under scarcity and uncertainty
  • 4.   Use the provided creative work (or the students’ lived experience?) to achieve the above

Assignment:

  • 1.   Read X
  • 2.   Identify evidence of tunneling, focus dividend, bandwidth tax, liquidity trap, and resulting decision-making errors.
  • 3.   Offer advice for preventing such errors (or explain how the character did)

Status: I am working with a BMCC library to identify an appropriate X.

Request: Please share any ideas for X

Welcome!

Posted on by Voicing Poverty

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