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“I, Madelene Santizo, affirm that I completed my independent component which represents 37 hours of work.”
“I, Madelene Santizo, affirm that I completed my independent component which represents 37 hours of work.”
Literal
I attended a course, which was taught by a Pomona College professor, where I was part of the collaborative community that was composed of Claremont Colleges' students and Pomona High school students. I attended several meetings both in Pomona College and Pomona High to get to know each other and work on our specific topics. I worked with a group of variety of students on our topic of Migration and interviewed several people. For our final presentation we shared the stories of our interviewees and learned about the topics (Education, Housing, Communities, etc.) of our fellow peers.
Interpretive
I had meeting for three months were we learned what a community really meant, and we visited and learned about two educational institutions (Pomona HS and Pomona College) that are close to each other yet very different. These meetings themselves added the majority of my 37 hours (and additional meeting times), and were very productive since we were able plan our own curicculum. Within the Migration group that I picked we wanted to compare migrants from Claremont and Pomona, but instead focused on reoccuring themes and shared their stories. I was able to interview a Scripps college professor who was from Vietnam and an I-Poly student who was from Ecuador with a Claremont College partner, while my other peers focused on their own interviews. The interviews themselves lasted a couple of hours, but I first learned how to properly conduct an interview and transcribe it. The proof of all of my, and peers, hardwork could have been seen in our final presentation, which was like an exhibition, that was held on December 3rd at Pomona College.
Applied
I took into consideration that a large portion of Latinos/as are recent migrants and have traveled to the United States from their home countries. I felt like this was a very important topic that I had to learn about in order to discover why so many people left their homes and why the US intrigued them so much to leave, which I assumed was due to opportunities such as acessibility to education. One of the many reocurring themes that I found throughout the interviews was that the young migrants took advantage of being able to be educated in the US. This leads me to conclude that many first generation Latinos/as are most likely to try harder in school then later generations. I believe that this is because they know what it is like to live in a place where there is lack of education. Later generations may not appreciate this because they have never had to face any struggles and do not value its importance. From this I feel like I could answer my EQ by stating that there must be an awareness for ALL Latinos/as of their roots and where they come from. If they are shown their potential conditions, whether its living in Mexico or Cuba, then they will appreciate everything that was done for them and be more likely to take advantage of their opportunities.
Also, while hearing my fellow peers presentations I found something interesting. Claremont, which is now a heavily populated with whites. used to be the home of many Latinos/as. Living by this neigborhood I never thought that any Latino/a even lived in Claremont. Basically, Latinoa/as were forced out of Claremont because they were going to be build new homes. and in recognition for their bad actions they made a little park called, "El Barrio." To me this shows that their is much oppression that we are not even aware of and I can tie this to my answer of rejecting imposed ideas from oppresionists.
