Priscilla B. Anderson
Priscilla B. Anderson (born September 14, 1935) is an American politician who served in the New Jersey General Assembly from the 7th Legislative District from 1992 to 1994. Anderson was born and grew up in Philadelphia. After graduating from Trenton State College with a bachelors and a master's degree in education, she worked as a teacher and guidance counselor in the Trenton Public Schools. She was elected to the Willingboro Township council in 1981 and served until her election to the Assembly. In 1984 and 1991, she served as the mayor of the township. She was a Democrat until 1991 when she switched to the Republican Party.[2] She was elected to the General Assembly in 1991 when she and her running mate José F. Sosa defeated Democratic incumbents Jack Casey and Barbara Kalik in the aftermath of Governor James Florio's tax increases.[3] Anderson was the first African American elected to the state legislature from Burlington County.[2] In the 1993 election, the Democratic challengers Steven M. Petrillo and George E. Williams accused Anderson of double dipping for pulling a salary from the Trenton Public Schools for her guidance councilor work and from the legislature.[3] Both Anderson and Sosa were defeated by both Democrats in the election. Following her term in the Assembly, Anderson would later serve as a commissioner on the Burlington County Bridge Commission
Quotes
[edit]- As I look back over my life I am so humble and thankful that God saw Fit to let me see my Fabulous Fifties ... Jeremiah 1-3. Lord knows I am thankful even when I don't feel good .
- Introducing philosophy is intriguing all on its own merit yet bringing philosophical discussions to middle grade scholars will indeed prove to be rewarding for the student and teachers. In this curriculum unit scholars will have the opportunity to engage in more than just good discussions using a method of inquiry but also have various ways to engage in sharing their thoughts and experiences on topics that may be related to them directly or indirectly. Trying to assess what will make this an intriguing unit of study for students in middle school; specifically, eighth grade
I have devised an overarching question to guide the study, lessons and activities. The question will center around my philosophical belief - Why I should not be labeled or limited in life because I am poor; but enabled to excel because I am entitled to learn through my natural birthright.
- Scholars shall read novel excerpts and informational articles to gain insight and metrics to the plight of black and brown students' experiences told through various perspectives and lenses that are fictional and nonfictional, too. They will have the opportunity to engage in discussions around the relevance and value of education for students of color. In these lessons and activities the desire is that the scholars will lopenly share and inquire while participating in guided discussions with the freedom to express their thoughts and unafraid of not being aligned with aspecific belief or thought in comparison to others.
- As an African- American Educator I can relate closely to some of the experiences my scholars face on a daily basis such as growing up in an impoverished community, single parent home and being financially challenged. Knowing that this is what some of our scholars endure, the quest in this unit is to disclose why education can truly mean the difference between success or failure for them in society today. I grew up in a rural town called Denmark, South Carolina. I saw education as my way of escaping poverty. My mother, who was not literate, fostered higher learning principles as my only means of survival and did not give me another choice to consider.
- Through my mother’s imprint on my heart and mind I found the value of education.
Rationale: Desired Purpose is Discovery and Reasoning Upon Completion Often I have found in my 18 years of being in the school system in various capacities such as after school teacher, substitute teacher, long- term substitute, Behavior & Emotional Disturb Teacher Assistant and finally Certified English/ Language Arts Teacher along with many other roles such as mentor, coach, and Director of Youth Programs - kids will find a way to express themselves. The other side of this realization is the scholars most times argue aggressively and rarely listen to the other person’s point of view. Knowing this I can consciously say it is imperative that my scholars are given an opportunity to fully discuss and gain an understanding of matters and issues that affect their lives. Many times students rebel against reading in my class because they say it’s boring but in reality some are afraid and unable to follow the content because they are not on grade level, not encouraged or even feel it is necessary. Providing learning opportunities must go beyond testing and the traditional practice of teachers being the authority figure in the classroom.
- I believe it is imperative to give scholars the space to discover their true understanding of the value of an Education. I know to first have my students engage in conversation about education presenting them with factors that affect their lives such as poverty and stereotypes will ignite the flame of learning initially. Once the conversation begins then the chance for questioning starts and allows the students to hear others perspectives, hopes and expectations around the importance of education. Now this will certainly promote growth and development around a topic that is passively represented within my school and classroom because the focus is always on preparation for a test. Perhaps if scholars are given a chance to discuss the barriers faced on a daily basis then the performance academically can shift when they see how their future is shaped with and without an education.
- In an inquiry classroom, discovery will lead scholars to formulating their own idea about learning through insight from philosophical discussions, classmates’ perspectives, and teachers serving as a facilitator only. Allowing the students to research and study the topics related to obtaining knowledge will prove beneficial because my students will ultimately formulate their own perspectives based on their understanding instead of being told everyday to pass the test to get promoted. According to John Dewey there is no absolute foundation, just variations of Education. Even so, Dewey further suggests experiences make learning (Dewey, 2007 Chapter 24) So learning this fundamental principle leads me to think that if my students openly discuss the various stories of fate, family, racial profiling, economic distress and identity crisis that the conversation surrounding education in the classroom may change for them personally. A classroom of philosophical inquiry provides the platform for them to decide if indeed there is a disconnection to the value of education for students of color. Of course the students will learn there truly is no absolute, no sole answer but their own personal interpretation and mutual respect for their classmates thoughts, analysis and point of view; but, my hope is that the commonalities among the scholars will ignite curiosity and challenge them to find a direct link to the importance of education.
- Also, it is equally important for my students to gain insightful reasoning to determine all on their own what is the value of education, if any, for black and brown students, and if the societalfactors that exist such as being stereotyped and the effects of poverty impact their future.
- Partaking in positive dialogue will give students the opportunity to discuss and make inquiry of the different stereotypes of Black and brown students that exist. Currently African Americans are over represented as sports figures (Peffley). Reevaluation of the content of television commercials, magazine advertisements, movies, plays, cultural events, museum exhibits and other media reveals where African- American representation needs to be increased (Peffley, et.al,). Therefore affording scholars the opportunity to develop their own perspective gives them an up close and personal involvement to starting the conversation along with making connections for themselves.
- As the students develop reasoning skills through the guided philosophical discussions they are in fact learning how to engage in dialogue, ask questions, experience life opportunities, and gain exposure to other perspectives. Kids come to school in kindergarten bright eyed, curious and ready to learn. By third grade; however, many children inquisitiveness is being to dissipate, and by the middle school years, they are beginning to suspect that they are being compelled to remain in school - not because it does them any good; but simply as a baby- sitting operation and to keep them out of the labor market. To acquire meaning for themselves the relationship between education and meaning should be considered inviolable. I believe it is absolutely necessary to provide the space and opportunity to expose, create, or develop a student’s intrinsic value of education through reasoning of how to get things to equip you for a job, and ultimately have more opportunities.