Duel Existence

Chapter 8 was full of real stories, real people and real situations (as the entire book does). Some had happy endings, many more were sad. It can best be described as people coming from different countries, walks of life, and cultures, trying to live together without learning (or wanting to learn) about each other. Mexicans are taught to be submissive and don’t like to compete. Their parents don’t encourage them academically or socially. They are expected to quit school and go to work to help support the family. These attitudes prevail among most immigrants and are not easily changed. One character explained this like of desire as “there’s a great leap they have to take themselves and many don’t.”

How can teachers help to dissolve the “duel existence?”
We can only be positive forces in their lives, offering continuous support and encouragement. Find a quality or talent that stands out and continuously feed them the desire to be better and to be proud of their accomplishments no matter how small or insignificant it might be. Learn their culture, it will help explain their actions and reasoning.

Our county has a community of Choctaw Indians that work and live here. Most of them live in a community/neighborhood with just Choctaw’s. They seem to have embraced our culture but have kept theirs intact. Our school invites them to perform their dances and rituals and some sell their jewelry/wares. The students love to watch and learn from them and as young children normally do, they see each other as equals. It is sad that as they grow older and are influenced in negative ways, that this feeling doesn’t remain for most of them. I have enjoyed our “Blog Text” and have learned greatly from it.