Reflections on Articles written by Rossatto (2004), Rossatto (2005), Rossatto (2009), and Valenzuela (1999)

In my second week of class, I read the following articles:

• Blind Optimism: A Cross-Cultural Study of Students' Temporal Constructs and their Schooling by Dr. Cesar Rossatto (2004)
• Centeredness of School Pedagogy by Dr. Cesar Rossatto (2005)
• Does Critical Pedagogy Work with Privileged Students by Ricky Lee Allen and Dr. Cesar Rossatto (2009)
• Subtractive Schooling by Angela Valenzuela (1999)

In the first article, Blind Optimism: A Cross-Cultural Study of Students' Temporal Constructs and Their Schooling Engagements, the main premise is based on critical pedagogical understanding and analysis of students' perspectives towards disenchantment of learning; including the different effects of blind optimism towards complacency, teaching and learning practices, fatalistic beliefs, and conformity. In the second article, Centeredness of School Pedagogy, the main premise is based on the critical pedagogical methodologies, strategies, and practices in the differences between the teacher-centered instruction and student-centered instruction. This includes the connections and influences of feministic pedagogy and social re-constructionist movement towards the determination and identification of student engagement and disengagement in teaching and learning situations. In the third article, Does Critical Pedagogy Work with Privileged Students, the main premise is based on the limitations of developing and implementing critical pedagogical understanding and practices with more privileged students, who, in one way or the other, will become or are teachers of minority student groups. This includes: the identification of the oppressor and the oppressed in critical pedagogy; and, how more appropriate and relevant procedures can lead to positive growth and legitimate understanding of critical pedagogy practices. In the fourth article, Subtractive Schooling, the main premise is based on the existence of subtractive schooling with the Mexican immigrants, and the subtractive elements of caring and cultural assimilation. This includes: the false concepts on "caring about" schooling; assumptions on youth behaviors as an indication of not "caring about" learning; higher performance of female immigrants than male immigrants in academic achievement; attitude and academic treatments toward Mexican immigrants and U.S. born Mexican students; underachievement of U.S. born Mexican students; the meaning behind caring in education; and the structure of social capital.