Saturday, February 23, 2013

Welcoming Families From Around the World

      Welcome! Hi my name is Mrs. Honore’ and I am your teacher. I am so glad that you will be a part of our class. If you have any questions, please let me know and I will try to find the answer for you. This is Jamie; she will be your class buddy. She is five years old and knows a lot about our school and the other students.   I understand that you moved here from Nigeria because your father’s company transferred him to the U.S.A. Please feel free to tell us about Nigeria, your customs, religion, school, holidays or any other facts that will help us to get to know you.  As Derman-Sparks & Edwards asserted: "Teachers who create learning environments that incorporate and build upon children's home cultures promote healthy social, emotional, and cognitive development and academic achievement" (2010, p. 61).

     To ensure that I am culturally responsive to the new student I will:

·        Learn a few Nigerian words and phrases to greet the student.

·        Research cultural roles, hierarchy and  religious beliefs via the Internet, scholarly journals, and international professional contacts

·        Display familiar artifacts, flags, traditional food, clothing and pictures of Nigerian people throughout the classroom setting

·        Do a home visit to learn about the child and his role in the family and intimate facts about the child.

·        Encourage the family to visit the school, volunteer and become familiar with the educational system.

·        Invite the child to teach the class a native song, traditional nursery rhyme, or a hand game which is played in his native country.

I believe these simple preparations will help the child and his family will to feel more comfortable in this new environment and prepare the child to learn.  This warm welcome will assure  the family that the teacher cares for and will provide a safe academic and nurturing environment for the child.  What do you think?

References:

Derman-Sparks, L. & Edwards, J. (2010).  Anti-Bias for Young Children and Ourselves. National Association for the Education of Young Children: Washington, DC.

Saturday, February 16, 2013

The Personal Side of Bias, Prejudice, and Oppression

“Are you sure that is your friend?”
     As a young child, I attended a very small elementary school.  The racial mix of students was black and white only.  In order to maintain discipline before school took in, our principal would assign children to “take names.”  That is, take names of the students who didn’t obey the rules.  When I knew he would choose a student for that task, I always raised my hand to be called upon.  Much to my surprise, I was never called upon.  Each time, I would raise my hand thinking I would one day have the opportunity.  I was never ever called upon. Years later, it was brought to my attention the only students who were called upon to "take names" were white or light complexioned students. I was being discriminated against and didn’t even know it.  I realized that discrimination existed but I never thought my, “black” principal would be a part of such a discriminatory act. By the way, he was light complexion and most of the students would say that he was white.
     In high school, I was very good friends with Stacy.  We did everything together- played in the band, were members of the flag corps, played sports and talked on the phone all of the time.  I was raised be a single Black hardworking mother.  Stacy benefited from a SNAP, which also included her grandparents.  They owned a gas station. One day Stacy and I were going out of town to a festival. Before we were to leave, Stacy’s dad had promised to fill up our car if I agreed to drive.  (Gas was only about $1.40 per gallon.) When I approached the house/gas station, Stacy filled the car up with gas.  Her grandfather asked where is the money? Stacy said, “That is my friend Paw Paw.” He said, “Are you sure that is your friend?” I realized that her grandfather did not expect white Stacy to have a black friend. 
     In both examples, I was diminished as a person.  First of all, I was demeaned because of my dark complexion and secondly, a grandparent was not accepting of his granddaughter having a Black friend.  In the school setting, I didn’t quite have any feelings because I didn’t initially realize that I was being discriminated against.  When it was brought to my attention, I became angry because my mom openly talked about people treating people the same. I would have done a great job taking names because I knew how to tattle.  Taking names was just a glorified way to tattle. 

     When I think about a way to create a greater opportunity for equity for each situation, I tried to give each situation equal opportunity. First, I think the principal could have given each group of children the opportunity to “take names.” Also, it should not have bothered me because my main focus should have been to keep my name off of the list. Secondly, I should have been proud that my friend spoke up for me and left it as that.  The grandfather should have minded his own business.  Even though we did not pay for the gas on that day, my mother frequently patronized their gas station because it was one of the few full service stations in our rural area.