Karen+-+Critical+Theory

Critical Theory Home Page


 * //Black Codes and Blue Laws//**

In 1942, my maternal grandfather, Wade Foster, of Manassas, Virginia refused to send his children to school because, unlike the white school children, they were not provided bus transportation. He felt it was unsafe for his children to walk along a highway. He asked his neighbors to stop paying school taxes. As a result, he was sued by the county for not sending his children to school. My mother, Dorothy, who was 8 at the time, was named in the court record. His attorney, Oliver Hill (who was later to appear with Thurgood Marshall before the Supreme Court in the //Brown v Board of Ed.// case) lost the case and my grandfather was convicted. He later won an appeal. This connection to Critical Race Theory is a proud one for me. It was evident that my grandfather was asking the right question - who are we freeing? who are we paying attention to? The link is to the book, //Blue Codes and Blue Laws//, by Peter Wallenstein that documented this event and others in Virgina as well as the page that chronicles my grandfather's fight to transform Virginia's societal disparities. [|http://www.upress.virginia.edu/books/wallenstein.html] []


 * The Village Program**

A little over a year ago I gathered data on students who were not meeting either attendance or behavioral expectations \to plan for the following year. It came as no surprise that the students with attendance and behavior issues were also poor academic performers. I selected 20 students who struggled significantly in two or more areas (attendance, tardies, discipline and grades) and piloted a program I coined //The Village Program// (as in "it takes a village to raise a child"). These students were mentored, monitored and provided peer support. I solicited help from the Counseling Center, Campus Ministry, staff members and adminstrators to serve as adult mentors and meet regularly with their student. With the exception of two students, all of the 20 students identified were children of color, children from lower socioeconomic backgrounds,children with significant emotional issues or difficult family situations. Their situations reflected certain inequities in society and mirrored the groups discussed in our readings. I didn't realize it until this weeks readings but I now see that this as a critical theory approach - the emancipatory interest was in these struggling students. My goal was to enlighten them, empower them and provide them with the skills to be emancipated if they chose. An overview of the program follows here:

** The Village Initiative **
 * To insure that all in our care are receiving the best possible support we have identified students who, in the past school year, have struggled with attendance, discipline and academics. These students will be personally supported to minimize absences and tardies, to reduce demerits and to achieve greater academic success. Students will adhere to the following guidelines: **


 * GOAL SETTING: Students will set specific goals in the areas of academics, attendance and discipline. The goals will be reviewed and appropriately modified at each checkpoint. **
 * SCHEDULING: Student schedules will be determined by student and Pius XI adult mentor. Resource options will be limited to teacher resources whenever possible as well as specific homework resources in the Media Center to insure assignments are completed on time. Silent Study Resource will be scheduled in place of general resources. Assignment lists will be available for each student in the Library as well as the Silent Studt Resource. Union mods are limited to one lunch mod per day. **
 * CHECKPOINTS: Student performance will be reviewed regularly and formally checked quarterly. The privilege of scheduling flexibility (general resources, additional union mods) will be determined by student’s overall performance in the areas of academics, attendance and discipline at each checkpoint. **
 * Parents of identified students will be receiving a letter this week and students will be contacted during the first cycle. TAC teachers will also be notified. **
 * Referrals will be accepted from any staff member but we will look to the Counseling Center, TAC teachers, Union, Athletics and the Dean’s Office to review referrals and determine the best plan for each student. **
 * Please contact Karen Earle (x133) with any questions. **


 * Day of Silence and Day of Conversation**

Pius XI High School students organize two days of social awareness each school year. These days reflect the school's critical theory perspective. As Capper writes, " Educators taking critical theory perspectives decide whether educational practices address social justice and empowerment for oppressed persons (1998, p. 356)." The Day of Silence and The Day of Conversation seek to empower the silenced and oppressed. On the Day of Silence, students may opt to participate by not speaking for the day. These students represent the silent voices in the PXI community. The Day of Silence is followed by the Day of Conversation. Forums are held throughout the day and students are invited to attend during free periods. Topics in the past have included the Holocaust, Women's Rights and Letters From a Gay Son To His Mother. The two days are dedicated to all who may be silenced by society - truly a look at the school community through a Critical Theory lens.