In the book, “Rereading America,” written by Toni Cade Bambara along with Gary Colombo and Robert Cullen, Bambara focuses on the challenges and desire to teach by contras of what you don’t have and what you can achieve. (Bambara, pg. 253-259) It is without doubt that even though a cookie cutter theory is used in most schools; there will be certain social economical neighborhoods in which a teacher or adult will have to vary the process of communication in order to get his or her point across with dedication and teach the love for learning. Ms. Moore had been a wise educated woman who did not avoid the challenging attitudes of children going up in a disadvantaged economical community.
Chapter three’s main focus was to break down and take a more in depth look at the many categories of race, class, gender, and disability in the classroom and how each of them affect what we do and how our classroom operates. Although it is only the third chapter and I have many more chapters to read about multicultural education, this is certainly my favorite chapter in this book so far. I found the various examples and main points throughout the chapter to be both interesting and eye-opening. This chapter hooked me from the first paragraph as it began the discussion of the ongoing social issues that continuously bring about debate on what should be taught in the classroom, how students should learn, how instruction is organized, and how teachers
This study primarily focuses on the need for school leaders to adopt greater racial awareness through the use of composing racial autobiographies. Gooden and O’Doherty present this as a pedagogical tool in shifting away from racial unconsciousness and colour blindness. The findings from this study outlines participants own disregard to race prior to composing their racial autobiographies. It also further indicates that self-reflection; and being conscious of how our beliefs and perceptions of others with regards to race can shape decision-making, which is imperative for leaders who seek cultural responsiveness. This does however have its limitations, as it seems to develop awareness more so rather than a direct practical application,
Introduction Race and racism are uncomfortable topics, but ones that must be openly and honestly discussed in order to begin the process of change. This paper will review my background, analyze readings, and openly discuss how the readings relate to me. The readings will be Peggy McIntosh’s “White Privilege: Unpacking the Invisible Knapsack,” Beverly Daniel Tatum’s “Why Are All the Black Kids Sitting Together in the Cafeteria?” , Christopher Edmin’s “For White Folks who Teach in the Hood,” and Eduardo Bonilla-Silva’s “Racism without Racists.” Through these readings, I will define race, racism, white privilege, then I will reflect on how I identify with them and they affect education.
In “A Talk to Teachers” a speech given by James Wilden in New York City, 1963, he expresses his discontent with the “menace” that American society has become. He focuses on the purpose of education. How teachers are the hope of societies; teachers have the power to shape a student’s mind despite of how difficult this might be. Wilden presents his argument by providing a black child as an example. He explains how a black boy grows up in a society that rejects him and his parents.
Chisholm opens her paper with a brief description of the teaching field. She cites that an overwhelming majority of teaching students are both white and female. This causes a disparity between teachers and their students, who belong to the minority classification in rapidly expanding numbers. Her article is unique in that its audience is not specifically secondary teachers but rather teachers who educate students in the teaching field. Her article is a list of remedies for how she feels teachers can bridge the gap between their white interpretation of historical material and the interpretation of their diverse students.
Hilliard suggests that “African American children need to learn languages and content other than that which they may have learned up until now” (Delpit, L., & Dowdy, K., 2002, p.91). This means that educators need to reevaluate teaching practice and the assessment process to fit the needs and promotes African American children’s culture experiences. Provide learning materials that compare their culture with other ethnicity and cultures. According to Darling (2010) “Both segregation of schools and inequality in funding has increased in many states over the past two decades, leaving a growing share of African-American and Hispanic students in highly segregated apartheid schools that lack qualified teachers;
More often than not, especially in today’s society, race tends to be an issue with students feeling as if they do not belong. Children tend to say hurtful things without any regard to whom they are affected. “Here’s What I Wish White Teachers Knew When Teaching My Black Children” -Afrika Mills Some would read this title and be taken back. Others would continue with an open mind because like Africa, we as parents want what is best for our children.
Schools all over America, consist of many different cultures and race. It will benefit a teacher tremendously, when he/she takes the time to find out information about his/her students’ cultures. To add to it, it will be easier for a teacher to understand why some students talk or behave a certain way. However, when educators are teaching students, it is highly important for teachers to focus on, the different cultures in their class.
Critical race theory helps one to understand the under layers of racism hidden through dominant discourses, that often downplay the experiences of Black and racialized students in the education system (Encyclopedia.com, n.d.). As peoples, Sociologist, and Social Workers it is our duty to bring to light the true Experiences of Black and realized children in our education system. It is our mutual duty to bring about research that will not only critically analyze these issues, but will begin a chain of discussion to end Racism in our Education
Academic Summary of “Acting on Beliefs in Teacher Education for Cultural Diversity” By Gay (2010) The article “Acting on Beliefs in Teacher Education for Cultural Diversity” by Gay (2010), who is a Professor at University of Washington in Faculty of Education, focuses on educating teachers for cultural diversity in classroom environments, which is frequently discussed but not a well-developed topic. According to Gay (2010), the society we live in has a huge impact on our lives, although we try to ignore or minimize its effect on educational area. There is a huge Eurocentric emphasis in the educational setting that affect students from culturally, ethnically and racially diverse backgrounds, and because of this she thinks that some major changes
Chapter 9 discusses how teachers can modify their teaching methods and relationships with students to improve student’s academic ability as well as foster an environment that is filled with trust. The goal is to make racial identity not be the focus of how a student “interprets experiences” in the classroom (this is not to say that teachers should ignore a student’s racial identity to create a “colorblind” classroom; that does not instill trust). Psychologist Carol Dweck researches two theories: the “incremental” theory and the “fixed” theory. The “incremental” theory shows that one’s ability to accomplish a task is able to be learned, and that their mental capacity can be broadened. The “fixed” theory (a theory that many people do believe)
In “Equity Literacy for All”, the author highlighted a student’s frustration with racism in the school and feeling that no one was doing anything about it. Many students are experiencing racism inside and outside the school environment. We should develop culturally responsive teaching. We should not omit our students’ voices from the curriculum.
According to Voight’s, Hanson’s, O’Malley’s, and Adekanye’s study, many black children reported of having less favorable relationship between their white instructors compared to white students, while black and hispanic instructors tend to have a steady report of positive relationship and attitude with their students from all races (Voight, Hanson, O’Malley, Adekanye, 2015). Moreover, in a sample from the Texas school districts, districts with more Hispanic and Black teachers have better success in their students’ academic performance for all races, compared to districts that have a larger number of white instructors (Voight, Hanson, O’Malley, Adekanye, 2015). This goes back to the discrepancies in a student-teacher relationship when both parties do not share the same understanding of each other’s background and cultures. The rift in the relationship is mended when a mutual understanding manifests between the two. Hispanic and Black instructors already have a similar background with the current students, which makes their attitude towards these groups more sympathetics and understanding compared to a white teacher who may had the mainstream
2.2.5. Cultural diversity in Classroom: There are various cultural differences that teachers are likely to come across culturally diverse classrooms including Gender, Age, Cognition, Norms, beliefs, Primary language, Exceptionality, Cultural heritage, Socio-economic status, Opinions, ideas, Attitudes, Expectations, Behavioral styles, Geography, Learning styles, Communication Styles, Decision making styles, Ways of Communicating Non-verbally, Ways of Learning, Ways of Dealing with Conflict, Ways of Using Symbols and Approaches to completing tasks etc. According to Pratt-Johnson (2005), there are six basic cultural differences that teachers are likely to encounter in the culturally diverse classroom. Familiarity with these differences will begin
