[Lizette Bernal]

 

I love when stories paint a vivid picture. In “When my Name was Keoko” by Linda Sue Park, we see a glimpse of what it’s like to be a Korean when the Japanese take control in 1910. What is most fascinating about this text is how the author describes the transition from Korean culture and traditions to Japanese customs and practices. There is a major question being asked by Park when thinking of how names impact our reality and identity: does your name define who you are? I agree with Kim Young-chun when he says, “They can’t do this-they can’t take away our names! I am Kim Young-chu, I will never be anyone else!” because well, our names become a part of who we are. Kim Young-chu’s frustrations is not unprecedented considering that it meant completely stripping them from their Korean roots after having to speak Japanese, respond to Japanese in power, and always being second-best to their culture.

[Lizette Bernal]

One of the things that I found interesting from Saturday's session is the fact that there's no actual border dividing North and South Korea. The demarcation line happened after World War II rather than an actual border because there has not been a peace treaty established yet. Therefore, it is not recognized as a national boundary. Though I remember that professor Dube mentioned the vast mountains covering the land near the demarcation line (70%), which makes the split between both countries sensible. Does this mean though, that the line doesn’t appear on the maps? What exactly happens to those who are within range of the demarcation line? Is there regulations on how close one can and cannot be to the line?

[Lizette Bernal]

Hi Sara,

I was SO shocked at the infant mortality we discussed in the seminar, mainly because I'm unaware of a lot of what goes on in Asia (oops). I believe a prime factor in what causes infant mortality is the lack of resources and medical support. Since there is a high demand for energy to to equip machines, there's very little to provide infants with proper care. 

[Lizette Bernal]

 

The article “Debating Contests Teach Chinese Students an Argument has Two Sides” discusses the significance of American education in the Chinese community. Living in the States for too long, or any other place really, can truly blind someone from what advatages they are offered. For this reason, it's fascinating to explore what students in other areas view American education as. The article states, "The young Chinese assert—perhaps a little optimistically—that American college students are diverse, free and informed about the world" (para. 7). With several ways to approach what American education is and should be to Chinese students, they are quick to make connections between both educational systems. While reading this article, it’s clear that Chinese students admire the way that the American education encourages a multitide of methods to achieve the "right" answer rather than assuming that there is only one correct answer that is "set-in-stone". This article is a great reminder that there is plenty to explore out of outside of what is "normal" to us.

 

[Lizette Bernal]

Hello everyone,

My name is Lizette Bernal. I'm new to this seminar experience and it's also my first year teaching (ever)! With that being said, I have very little experience in this field but I'm excited to learn as I go. I've student taught at both middle and high schools levels in the Valley. I'm currently teaching 10th grade English and multi-grade ELD courses. I'm looking forward to working with you all over th course of this program.

[Author]

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