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.

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.

Practicing Awareness of Microaggression

     As an undergraduate student, I wanted to pledge to become a member of a Greek sorority.  I observed all sororities on the campus.  I was impressed with one in particular.  I called my mom and told her of my intentions.  She replied to me, “You won’t be accepted if you are not lighter than a brown paper bag.” She explained to me that I needed to get a paper bag and compare my skin color to the bag to determine if my skin color will allow me to meet that requirement.  I could not believe what I was hearing.  I said to myself, “Surely times have changed.” I went to the “Rush” for that sorority and I noticed that all of the ladies had light skin color and all of the perspective pledgees were of the same characteristic.  I left the Rush and asked one of my friends who had a dark complexion how did she become a member.  She laughed and said my mom is a light skinned  member and sits on the national board.  I called my mom and told her that she was correct.  This experience was awful.  I asked myself what in the world does the color of my skin have to do with me being in a club.   I felt marginalized especially because I was discriminated by own people.    From that experience, I chose not to pledge at all. This was an example of a microassault, strictly on the basis of my skin complexion.  This incident occurred in 1984.  Can you answer this question for me? Here are pictures of my niece and my son?   Do you think they would be able to join the sorority if they were both female? Use the brown paper bag as a guide.

     Additionally, I have noticed this sorority is more accepting of darker complexions now a days.  Good for them!

     Then I learned a hard lesson about discrimination.  Do you realize that certain groups discriminate within the group?  My thoughts were I tried to join a black female sorority and was discriminated against because I was too black to join.  Go figure?

Perspectives on Diversity and Culture

Perspectives on Diversity and Culture

Amanda

What is your definition of culture?

Culture is how people do things.  For example, the way a person wears their hair, body language, foods and holidays.

What is your definition of diversity?

When I think of diversity, I think of how people are different.  For example, how people are different.

Holly

What is your definition of culture?

Culture is an appreciation of fine arts, humanities

What is your definition of diversity?

Diversity in the classroom means students from different walks of life. Like race, ethnicity, sexual orientation etc.

****************************************************

Ian

What is your definition of culture?

Culture has to do with where a person is from, what values they have and uphold, how they judge the world and how they raise their kids.

What is your definition of diversity?

Diversity is different and unique.

******************************************************

      According to the authors of the text, “Culture refers to how particular groups live.  It is the way we eat, sleep, talk, play, care for the sick, relate to one another, think about work, arrange our kitchens and remember the dead” (Derman-Sparks, Edwards, 2011). I think Amanda’s definition came very close to what the authors say culture is because she said “It is how people do things.” Ian assumed “it was the way people raise their kids.” Comparably, I think each participant in this questionnaire expressed valid points concerning culture.   No one spoke of deep and surface culture.  From my readings, I gather surface culture is what I can observe whereas deep culture has a root which is not easily observed. 

     It appears  all participants said diversity had to do with different.  One person added unique as well.  I  thought that was a good analogy because uniqueness does have its roots in diversity.   Holly gave an example of sexual orientation, I had not thought of using this as an example of diversity. 

     From this short questionnaire, if I were to solicit more responses to the questions, I probably would have a greater variety or varying degrees of this definitions.   Personally, I have noted that cultural diversity in Language in public places.  I can remember a time when English was the  ONLY  Language printed for public views.  Now recognizing the inflow of many cultures into the United States, I observe a multitude of Language printed for Americans to view.  For example, I was in the Social Security Office, the Department of Motor Vehicle and the Office of Family Services offices and noted Spanish, French and Vietnamese Languages printed on materials.  Look how far the U. S. has come without saying, look how far we still need to go.   

Reference

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

My Family Culture

EXTRA! EXTRA! READ ALL ABOUT IT!

     A series of Tsunamis have completely devastated the infrastructure of the United States of America.  In an effort to assist the country, other countries are willing to accept refugees. 

     My children and I have barely survived the devastating events.  What will do? Where will we go? Which country will accept us? Permanent residents in another country, how will we survive? Refugees, is that what we are now called? My mind is racing a million miles a minute! I have been given the daunting task of packing one set of clothing for each us.  Additionally, I am able to take only three small items with us.  What we take?

     For starters, we will take a bible.  God has given us his word to live and grow by.  We will use the Word to guide us through a daily devotional study.  If allowed, we will share our faith.  We will memorize scripture to teach and comfort us when we think that we are unable to make it through this catastrophe.  We will use the teachings of the disciples to teach us how to live, love and grow. 

     Secondly, I will take a family portrait of us to help remember what was normal to us.  We will collectively reminisce of the time we took the picture, where we were going and why we were going there.  This is a picture of me and my twin boys.  We were about to go to church to worship God.  After the service, we went to Chucky Cheese’s for an outing.  Just a regular Sunday filled with sharing and fun times—a sense of normalcy.

     Finally, we would take my boys’ favorite book “Five Little Monkey’s!” I read this book so much to my boys when they were infants by the time they were able to speak; they were reading it to me as my night time story.  Now at four years old, they find high frequency words in the book.  Literacy has been a part of their lives early. 

     As we approach the border of the country—we cannot even identify where we are—we overhear others saying that we cannot bring anything but our clothing and one personal item.  I panic! I hurriedly prepare myself to leave everything but the picture but then I have lost it in all of the rush.  The reason I chose to leave the other items are because I believe we have enough scripture in our hearts for us to remain faithful to God.  Leaving the boys book would be okay to leave because we have memorized it anyway.

     From this activity, I have learned that to be blessed with a loving family would be all that I need to make a new start in a foreign land.  Things are nice but things can always be replaced.  Our love for each other will help us through the tough times and the good times.

Yolonda Honore'
Houma, LA
Special Education Teacher,
2nd - 6th Grades

When I think of Research.....

Week 8 Blog Assignment: When I Think of Research...

 

            

     From this course, I have gained the insight that “Researchers must understand and address ethical issues that arise in research, including the need to protect the interests and ongoing welfare of research participants” (Naughton, Rolfe, & Blatchford, 2010, p. 4).  From the outside looking in, I would not have thought past getting participants in a study.  I now know that protecting the rights and confidentiality of the participants of a study is important. 

     My ideas about research have changed because I really thought research was beyond me.  When I pictured a scientist researching a topic, I expected to observe an older individual who worked in laboratory wearing a white coat who only had knowledge of his experiment.  This course has definitely changed my mind about researchers.  It has taught me that I can research topics with the proper training.  From this course, I will bring “non-judgmental questions and responses.”  It is important that a researcher or interviewer do not show emotions when related to particular responses by participants in a study.  I have been told that I wear my emotions on my face.  I have a lot of “Wow” moments. I have learned that to be effective I should practice direct observation rather than indirectly. 

     Some of the challenges I encountered during this semester was always that I wish I had more time to research topics and to work on my assignments.  This course proved to me to be fast paced because I did not know anything about research, therefore, whatever I was expected to do, I really had to research before I began my assignments.    Even with that aspect, I enjoyed the challenge.    

 To my colleagues, this semester has been a grand one! I appreciate your comments in my blogs and discussions.  At times, I thought I was going to give up but I didn’t because, in the back of my mind I could feel your support.  This semester has been a trying one for me.  I had to take a medical leave of absence from my job due to personal issues.  At that point, I really wanted to throw in the towel but I can honestly say, sitting at this computer and working on my Walden assignments gave me the relief and therapy that I needed to continue.  As we embark upon this festive season, please take note to enjoy the simple things in life that you have a reason to be thankful for.  The rising of the sun, the laughter of your children, peace of mind, and hope that tomorrow will be a brighter day.  Peace on Earth and Good will toward men!

Reference

Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2nd ed.). New York, NY: McGraw-Hill.

Research Around the World

     Before this course, I did not realize that research among children internationally was such a hot topic.  I researched http://www.eecera.org/journal.  This European Early Childhood Education Research Association was composed of simply research journals.  I was able to locate several interesting articles about children and research.   “Introducing children’s perspectives and participation in research” was the first article I was lead to. This topic interested me because of our Week 5 Discussion.  Question one part B, “What should researchers know about children in general, child development, and/or children’s families before collecting data from children through interviews and/or through observation?  Focusing on the section and answering the question that researchers should know that listening to children in research is essential.   The author of this article expressed, “The underlying philosophy of each article is that all young children have the competence to engage in research as sophisticated thinkers and communicators and that the inclusion of children’s views are pivotal if we are to understand their life worlds” (http://www.tandfonline.com/doi/pdf/10.1080/1350293X.2011.597962). I think this is an particularly important fact that researchers should know about children.  “The view of children as citizens relates also to a new image of the child as a competent participant in research” was stated by the authors of the course text (Naughton, Rolfe, & Blatchford, 2010). It appears to me that it is evident, if one wants to collect information about children; children should be allowed to contribute in the research. 

     From exploring this website, I learned that the European Early Childhood Educators Researcher Association (EECHERA) has a Special Interest Group (SIG).  This group consists of a system of a group of researchers from dissimilar institutions disciplines and countries who desire to join forces around a specific theme or issue in early childhood education and care.

 The aims of SIGS are:

• “to generate critical reflection on that theme or issue;

• to encourage the emergence of cross-national perspectives;

• to support innovative and reflexive research on current ECEC issues and themes through international collaboration.” (http://www.eecera.org/documents/pdf/sigs/sigFaqs.pdf)

     From this site, I noted that some of the back issues were free to download whereas more current journal issues were available to purchase.  I found issues online dating back to 1993. I was not sure of how or why some issues were free while others were not.  On this site, the authors contend that this organization holds the largest early childhood research conference in Europe.

Reference

http://www.tandfonline.com/doi/pdf/10.1080/1350293X.2011.597962

Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2nd ed.). New York, NY: McGraw-Hill.

http://www.eecera.org/documents/pdf/sigs/sigFaqs.pdf