Sunday, March 31, 2013
Saturday, March 30, 2013
On the other hand, however, the researchers provide a compelling innovating way of unpacking confounding explanations on causality. They used experimental designs to measure, by way of separation, the impact of the program on acceptance of authority, that is, in such a way that the possibility of reversal causality as thus illustrated is controlled: “if those who are less willing to accept authority are less likely to stay in school, cross-sectional correlations between education and acceptance of authority will confound the causal impact of education on willingness to accept authority with the impact of acceptance of authority on education” (Friedman et al. 2011: 5). They thus strongly show the evidence that “education reduces willingness to accept authority” (Friedman et al. 2011: 26). But, again, their reluctance to unpack liberal democracy as highlighted above leads them to interpret this as affirming that ‘there is little support for the direct impact of education on ‘modern’ values” (Friedman et al. 2011: 16).
Posted by Chambi Chachage at 8:57 AM
Thursday, March 28, 2013
Posted by Chambi Chachage at 5:07 PM
Posted by Chambi Chachage at 3:59 PM
Wednesday, March 27, 2013
Posted by Chambi Chachage at 1:54 PM
Monday, March 25, 2013
We went to these schools and we’d see all these trophies: State Basketball, State Wrestling, this, that and the other. The Quarterback was the Big Man on Campus. What about the intellectual Superstar? What did they get? A National Honor Society pin? A pat on the head, there, there little Nerd? Nobody cared about them. And is it any wonder that sometimes the smart kids try to hide? They don’t want anybody to know they are smart? This is not helping us or our Nation, so we started giving out scholarships from all backgrounds for superior academic performance and demonstration of humanitarian qualities. Unless you cared about other people, it didn’t matter how smart you were. We’ve got plenty of people like that. We don’t need smart people who don’t care about other people.
We would give them money. The money would go into a Trust. They would get interest on it. When they would go to college they would get the money, but also the school gets a trophy, every bit as impressive as a sports trophy – right out there with the others. They get a medal. They get to go t a banquet. We try to put them on a pedestal as impressive as we do the All-State athletes. I have nothing against athletics or entertainment. I’m from Baltimore. The Ravens won. This is great – okay. But, but – what will maintain our position in the world? The ability to shoot a 25 foot jump shot or the ability to solve a quadratic equation? We need to put the things into proper perspective.
Many teachers have told us that when we put a Carson Scholar in their classroom, the GPA of the whole classroom goes up over the next year. It’s been very gratifying. We started 16 years ago with 25 scholarships in Maryland, now we’ve given out more than 5,000 and we are in all 50 states, but we’ve also put in Reading Rooms. These are fascinating places that no little kid could possibly pass up. And uh, they get points for the amount of time they spend reading, and the number of books they read. They can trade the points for prizes. In the beginning they do it for the prizes, but it doesn’t take long before their academic performance begins to improve.
And we particularly target Title One schools where the kids come from homes with no books and they go to schools with no libraries. Those are the ones who drop out. We need to truncate that process early on because we can’t afford to waste any of those young people. You know, for every one of those people we keep from going down that path – that path of self-destruction and mediocrity, that’s one less person you have to protect yourself and your family from. One less person you have to pay for in the penal or welfare system. One more taxpaying productive member of society who may invent a new energy source or come up with a cure for cancer. They are all important to us and we need every single one of them it makes a difference. And when you go home tonight read about it, carsonscholars, carsonscholars.org
Posted by Chambi Chachage at 1:29 AM
Saturday, March 23, 2013
Posted by Chambi Chachage at 4:28 AM
Posted by Chambi Chachage at 4:25 AM
Posted by Chambi Chachage at 3:54 AM
Friday, March 22, 2013
**This is to emphasize that Achebe, who played a major part in the creation of a gender-blind African discourse, is not a static/ahistorical/timeless being or writer. Surely he must have gained something from the knowledge produced by gender conscious criticisms and writings as the following quote indicate: “ Certainly, Chinua Achebe’s attitude towards women in Anthills of the Savannah published in 1988 [sic] is a far cry from his portrayal of women in Things Fall Apart published in 1959[sic]” (Marie Umeh, 1998, p. 669).
**In this essay I am arguing, in the light of the gender sensitive works of Paul Tiyambe Zeleza (1997) on history; Amina Mama (1997) on cultural Studies and Charmaine Pereira (1997) on psychology, that the preoccupation with that famous/infamous Du Boisian*** problem of the twentieth century, namely the problem of the color line, and its related problems has been the Achilles heel of African discourse as far as gender is concerned. In other words, I would look at how gender analysis and/or criticism had/has been marginalized by racial and/or class analyses/criticism that have been championed by some classical African writers/novelists and how this is, and has been, contested by both male and female African and non-African writers in their quest for a gender-balanced knowledge production in Africa.
Posted by Chambi Chachage at 7:22 PM