Breaking Through

I really enjoyed this book. I was pleasantly surprised to find it in the “Teen Non-fiction” section of Barnes & Nobles. “Breaking Through” helped me to understand many of the concepts we have talked about in class much better through real application. Rather than have an essay-like portfolio, I am just going to have certain vocabulary words as titles and then a paragraph or so about how “Breaking Through” helped me to better understand these terms.

Racism

I was shocked when Roberto comes home saying that his now ex-girlfriend Susan’s father promised her that he would buy her a car if she stopped seeing Roberto. A car?!?! Panchito goes through something similar with Peggy. Once he goes over to her house, her parents do not let her talk to him again and so she just ignores him at school. I’m not sure if there is much I can do as a teacher in order to stop parents from being racists but I can cultivate a classroom of respect for all people.

Passive Racism

When we are introduced to Mr. Kinkade, I felt like there was some passive racism. I don’t think he intended to offend or assume but he did. He is talking to Fransisco about his future and automatically talks about how they have programs for mechanics, electronics, wood shop and farmers. However, he quickly corrects himself once Panchito says he wants to go to college. I was super bugged at Mr. Kinkade but then I really came to like him because he became a great support to Francisco.

Prejudice

Prejudice is similar to racism but this book helped me to differentiate the two. Racism is prejudice that is based upon race and this prejudice leads to different treatment of different races. Panchito and his family experience prejudice and Panchito does not understand how prejudice exists. On page 125, he talks with his parents about his confusion by asking them why people don’t like Mexicans or Catholics. I thought it was so interesting that Panchito didn’t realize prejudice against a race or religion existed until he had to read the newspaper and read about JFK . This helped me to realize that as a teacher, I will be exposing students to things that they have never even considered before and will need to be prepared to answer questions similar to the ones that Francisco had.

Undocumented Immigrant

This whole book opened my eyes to what it means to be an undocumented immigrant. Francisco said that he spent ten years of his life living in constant fear of being deported. I cannot imagine how many kids there are in public schools that do not have documentation. That has to be so distracting. Students like Francisco, who are separated from their family for a time in order to get correct documentation, often bury themselves in schoolwork “to escape the loneliness” (page 29). I thought that this was so sad but at the same time so great. But as I read, I realized that not all people are like Francisco and turn to other, not so beneficial habits to escape loneliness. These poor students have so much going on outside of school that no one even knows about. Even once his parents came back to the US, Francisco had to work even more to help out the family and so he fell behind in his schoolwork. Teachers should notice these changes and I think teachers have the right to ask students what has been happening. I think the saddest thing I learned about undocumented immigrants is that oftentimes the parents do not feel like they can be included in their children’s’ achievements. Francisco’s father does not feel comfortable attending the graduation ceremony because he does not know English and does not have anything to wear. Also the parents don’t show up to the open house but Francisco doesn’t even know what an open house is. These things do not just apply to undocumented immigrants. There are plenty of people who don’t feel comfortable attending school functions and it is not because they do not care, it is because something impedes them from feeling safe. As a teacher, it will be necessary to understand this and not automatically assume that parents who do not show up to things do not love and support their children.

Cultural Capital

This book helped me understand and see the differences between social and cultural capital. In the book, Francisco and Roberto come to America with little cultural capital. Once they are on their own, they really begin to build their American cultural capital. Mary O’Neill invites them to dinner and they mimic everything that she does. They mention that she begins to do everything slow enough that they can do the same. Teachers can do this in the classroom. Even today when I was teaching, I noticed that I was talking too fast when I was explaining directions to play monopoly. I tried to correct myself but I went over the instructions a second time and then throughout the game explained various parts of the instructions so that students could understand. This book also helped me to realize how important pop culture is in our American world. Francisco learned that if he knew about Elvis and his songs, he could fit in.

Social Capital

Francisco was able to build social capital through going to the Vets dances. (This also helped build his cultural capital). He also was able to network though his early morning cleaning job. He was given a typewriter that had just been lying on a desk that he never would have seen if he did not work. He built social capital through being class president and being a part of the Rotary Club. His relationship with his counselor also built his social capital because through these networks of people, he was able to apply to colleges as well as scholarships even though he was very close to the deadlines. Not to mention Mr. Ito played a crucial role in getting the Jimenez family back to the United States.

Inclusive Pedagogy

Mr. Kinkade was so good to Panchito. He included him in the typing class instead of putting him in wood shop. He also invited Francisco to visit a college campus which exposed Panchito to college life. Mr. Kinkade also communicated with other colleagues because Mr. Penney knew all about Francisco and signed him up for the SAT so that Francisco could go to college. Miss Bell talked to Panchito after class about the story he wrote and found out that it was a true story. She suggested that he read “The Grapes of Wrath” and would even give him extra credit because it was a long book. Francisco’s middle school teacher included him when he sang the Elvis song. All of these examples of inclusion helped me to see what inclusive pedagogy is. It is individual. It is making sure that students feel like they belong to the school community.

Culturally Responsive Pedagogy

I learned a lot about this term. Francisco’s teachers seemed to be culturally aware. When Francisco and Roberto returned to school after being deported, none of the teachers asked them about where they had been. They didn’t call any attention to their absence. I loved that Mr. Penney sent Mr. Osterveen to the Jimenez household to speak to the parents about college. Mr. Penney must have been aware that Francisco’s parents want the best for him and so he sent someone who could relate to them to convince them to allow Francisco to go to college. This eased their fears. I thought that was so cool. All of these examples taught me that I must be culturally aware and if I am ignorant on a subject, ask for help from someone who is familiar with a certain discourse.

Working Poor

This book helped me to understand the struggles that the working poor face on a daily basis. They would miss school for a month and work to help their family. I was so impressed by Francisco’s diligence to write his vocabulary and spelling words on a notepad and he would memorize them while he worked. It was saddening to hear Panchito’s father say, “don’t be stupid. Only rich people become teachers” (page 72). It was also eye opening to read that Roberto and Panchito looked forward to the showers at gym because they were hot. I almost cried when their family received some of the food that was donated due to Francisco’s idea to have a food drive. The working poor is not lazy. They are hard workers. They are determined people.

This book was awesome. I loved the author’s notes that talked about others like him. “How they manage to break through depends as much on their courage, hope, and God-given (let’s not get to talking about meritocracy) talents as it does on the loving, compassionate, and generous people who commit themselves to making a difference in the lives of children and young adults” (page 59, italics added). Francisco had a difficult life but it was made easier with loving and caring teachers. I hope to be a supportive teacher like many of the ones Francisco had.