RACE, ETHNICITY AND LANGUAGE IN CLASSROOMS

Segregation Ruled Illegal in U.S. (1954): In 1896, the Plessy v. Ferguson Supreme Court case determined that "separate but equal" was constitutional. The opinion of the Supreme Court stated, "A statute which implies merely a legal distinction between the white and colored races -- a distinction which is founded in the color of the two races, and which must always exist so long as white men are distinguished from the other race by color -- has no tendency to destroy the legal equality of the two races, or re-establish a state of involuntary servitude."

On May 17, 1954, the law was changed. In the landmark Supreme Court decision of Brown v. Board of Education, the Supreme Court overturned the Plessy v. Ferguson decision by ruling that segregation was "inherently unequal." Although the Brown v. Board of Education was specifically for the field of education, the decision had a much broader scope.

Although the Brown v. Board of Education decision overturned all the segregation laws in the country, the enactment of integration was not immediate. In actuality, it took many years, much turmoil, and even bloodshed to integrate the country.

Yes, it is now unconstitutional, what should never have been allowed in the first place is now deemed illegal. The decision that acted as a spring board for civil rights all across America and which changed America started no where other than in  a public school, this factor serves as a powerful reminder often underestimated in today's society. The classroom is where we start to build the future of tomorrow, the leaders, the citizens and where we build the world as a whole. Therefore, we must understand the importance of teachers in ensuring that the classroom remains a free and fair environment where individual or physical differences must be respected, accepted and appreciated. Before I go further, we have to set the record straight by defining the term race . Race is a classification system used to categorize humans into large and distinct populations and groups by heritable phenotypic characteristics, geographic ancestry, physical appearance, ethnicity and social status. Note the last factor, social status, this is often associated with race and ethnicity, unfortunately in the US, students who belong to a certain race and ethnicity (blacks and Hispanics) are less likely to graduate from high school not to talk of going into college compared to their white counterparts, there lies the problem of race and social status. As a teacher, the classroom should be devoid of all these "criteria" for success and should be focused on creating equal and equitable opportunities for  all. 

Our input in the lives of our students must be one that should teach them that the classroom is just the beginning of life on the outside. We must remind ourselves and students that the classroom is considered a "mini society" which shapes and re-shapes the characters that we see on the outside. The classroom is a place where differences are heard and given equal considerations, it should be a place where issues are discussed and resolved, it should be a solace for everybody irrespective of race, ethnicity or social status. No student should ever feel insecure or left out in the classroom, it is the taj mahal of equality and justice. 

 Finally,we know that change does not come easily, just as it was witnessed even after the supreme court decision made segregation illegal, it took years of turmoil, confusion and bloodshed for  the oppressed to be vindicated. Keeping that in mind, it is our duty as teachers to start making a change right from the cradle, in the classroom, among our peers through laying a foundation of respect and equality for all individuals by creating an atmosphere of appreciation, unity and cooperation in a free and fair environment.  (O.O)      

The Tri-fold Perspective of Schools Today: Where Are We Headed?

Understanding our students today first comes from understanding the learning environments in which they are expected to achieve academic success.  Schools today are as multidimensional as the students and teachers that walk the halls.  To discover a more conducive method of collecting school-based research and understanding school context, educators must begin to look at education from a sociological point-of-view.  From this sociological perspective, schools can be seen as turbulent environments, as workplaces, and as cultures.  In certain circumstances, it may seem as if your particular school only embodies one perspective, when in actuality every school at one point or another will exhibit each of these characteristics, so an understanding of each is beneficial to all current and prospective educators.

As turbulent environments:  When attempts are made to enact change in schools, educators are often confronted by factors of complexity and unpredictability that throw into chaos the different needs, motivations, values, and interests of all involved in the educational exchange of ideas.  When educators and students must struggle to understand one another and the system that they are learning in, it often becomes difficult to focus on the curriculum and the growth of the students.  Every schools has its own history, its own culture, and its own code of conduct and by understanding and appreciating that each element is crucial to studying education and educational change, innovation becomes much easier to implement.  In the end, a school is a complex social system that relies upon every intricate part and detail to succeed, but by sorting through the moments of unpredictability educators can begin to create classrooms that foster questions and progress.

As workplaces:  When we begin to see schools and classrooms as places of work, there is a powerful motivation to “influence teacher behavior and student learning.”  Certain factors to consider in a school that operates as a workplace include how a school may be governed or organized, whether the resources offered to students and teachers foster increased levels of success, how teachers can develop professionally, how the school works to solving problems rather than causing them, and whether or not there is a healthy level of academic growth juxtaposed with academic risk-taking.  One glaring issue in schools that operate under this pretense, however, is that there is often very little receptivity toward new ideas and the sharing of ideas among colleagues.  We must begin to work towards and encourage “teacher collegiality” if we are to expect changes to occur in our classrooms because teaching is not an occupation that was meant to be done alone.
As cultures:  What makes our schools unique learning spaces is that every individual has their own culture, from the teachers, to the students, even to the school itself.  When we look for diversity, it is not always obvious to notice in our colleagues and students.  While there are certain cultural and social norms that are evident once you walk through the door of a school, there are many more that exist at a sublevel of education and that cannot be represented by any organizational charts, surveys, or research.  “Culture influences the actions and spirit of school life; shapes a school’s motivation, commitment, effort, and focus […] and plays a major role in school restructuring and school improvement[s].”  By honoring what makes the individual unique and independent in turn reflects upon what sets a school apart from its contemporaries.  No school is alike in its history and organization, and nor should it be lest the resources for assisting students and teachers are not met.  When classrooms and schools take pride in the cultural differences of everyone, then there is less of an opportunity for discrimination and harassment to appear.

From what other perspectives should we be considering our schools?  Are our schools heading towards becoming hubs of commerce and capitalism?  If we begin to see our schools as turbulent environments, workplaces, cultures, and hubs of consumerism, what message are we sending to students and educators about their futures?  What are the values that we are placing on education today? (JS)

Race, Ethnicity, and Language: The Elephant in the (Class)Room

It is an obvious truth that is being ignored and going unaddressed in our educational system today.  It is an obvious problem and a risk to the success and learning of our students that no one seems to want to discuss.  But, it is an issue that can no longer be ignored.  As educators, we all know that our classrooms will be composed of learners from all different backgrounds (both academically and more importantly ethnically) and that in the majority of cases, it is these students who often get overlooked and pose a challenge to the general flow of the classroom.  Everyone knows that the needs of these students rarely ever get addressed, but if we as educators want our classrooms to be warm, welcoming, and safe environments that foster the learning of all, then it is time that every student is valued for who they are and not who the system can make them become.  It is about giving the students a sense of ownership over their education that is the most important thing an educator can provide his/her students.

            While race, ethnicity, and language may be controversial issues that may arise in our classroom discussions, they are not elephants to be ignored because we believe they are too difficult to address, too taboo.  In fact, it is from the diversity of our classrooms, the diversity of our students that we should be drawing inspiration for our lessons and for our day-to-day learning.  Why not have ESL students share some common phrases in their native tongue?  Why not have every student contribute a bit of their native culture to a lesson in a particular unit?  As an English teacher, one way in which I hope to incorporate the different cultures and languages of my students is by having their diversity reflected in the literature they are reading, and even by having them suggest their favorite books or authors.  Another thing that educators must realize is that every culture has its own customs and traditions and that sometimes your students will bring some of these habits into the classroom.  For instance, students of Asian descent may not directly look you or other students in the eye when talking or giving a presentation because in their culture it is considered an insult, and many of your German students may find it rude if you make the okay sign with your fingers.  Understanding the cultures of your students and allowing them to understand your own culture makes for an open and appreciative classroom.  Through race, ethnicity, and language, the true identity of a student is revealed and thus the path an educator must take to help each student achieve their own success.  A student’s identity is not just defined by who they are in the classroom, but who they are at home, in the community, what their beliefs emphasize, and what their interests may be.  Respect in the classroom is the first step towards creating a change in education and a change in the world.  As Herbert Spencer once said, one of “[t]he great aim[s] of education is not knowledge, but action.”  Take action in your classroom to include everyone. (JS)

“No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure.” - Emma Goldman

Race, Ethnicity, and Language in the Classroom

Race, ethnicity, and language all influence a student's identity, culture, and behavior in the classroom. As educators, we must be aware of our individual students and discover their cultures and their language in order to educate them most effectively. As far as race and ethnicity, these aspects of a students' culture effect their home-life, their beliefs, and their interests. We need to embrace different races and ethnicities in our classroom in order to make these students feel at home in our class. We want to develop a community where everyone feels safe and accepted and can be themselves. In order to incorporate the individual cultures in our room, I have a few ideas that do not take up much time, but will give them ownership of the classroom and make them feel more comfortable. The easiest thing we can do is put pictures of flags around the room representing the nationality of each of our students. This isn't very personal, but it is a good start towards including all of our students. Another thing we can do is have each student bring in a picture of his or herself, or of his or her family, and we can post them on a bulletin board and when they put it up we can have them explain a little about their culture to the class, so the class can be educated on different cultures and accept all of their peers. If students are uncomfortable with pictures, they can also just bring in their favorite quote, or a picture of something that they identify with and post that on the bulletin board instead when they discuss their culture. We also must include the values of each culture into our lessons and into our assignments. We must realize that certain cultures can effect students' homework habits or they may not be able to relate to some of the assignments we are giving them in class and may need to modify it for them.  In response to language, an easy way to help students who are English language learners or who speak multiple languages is to learn a few words in their language and share them with the class so that the class sees how awesome and interesting different languages can be. Who knows, through this the ELL students may be teaching the native English speaking students about their language and they can learn from one another and feel more comfortable. Overall, it is important to be educated on who is in your class and learn about their race, ethnicity, and language in order to provide them the necessary elements for success and comfort in your classroom. (AM)

Optional Question of the Week (Other Topics Welcome)

How does race, ethnicity, and language influence theory, practice, and policy in education?

Race, ethnicity and language all influences theory, practice and policy in education because all of these concepts are what makes up a human being. There are many different types of students in a classroom that come from all different types of backgrounds, are of different races and speak different languages. Still, every student has the right to an education. To understand the influence of race, ethnicity and language on theory, practice and policy in education, it is important to understand the meanings of these concepts.

A race is a group that is treated as distinct in society based on certain characteristics. Because of their biological or cultural characteristics, which are labeled as inferior by powerful groups in society, a race is often singled out for differential and unfair treatment. It is not the biological characteristics that define racial groups, but how groups have been treated historically and socially. Society assigns people to racial categories (White, Black, etc.) not because of science or fact, but because of opinion and social experience. In other words, how racial groups are defined is a social process; it is socially constructed.

An ethnic group is a social category of people who share a common culture, such as a common language, a common religion, or common norms, customs, practices, and history. Ethnic groups have a consciousness of their common cultural bond. An ethnic group does not exist simply because of the common national or cultural origins of the group. However, they develop because of their unique historical and social experiences, which become the basis for the group’s ethnic identity.

Language is the way of communication in various ways whether it be sign language or language developed from many parts of the world. Language is learned and developed. It can be hard to learn another way of communication when one has grew up knowing one way. However, learning other forms of communication expands one's mind and makes them appreciate their language, other languages and the people that speak those other languages.

In teacher preparation, we should address diversity as a critical component in effective teacher interaction with students in an increasingly multicultural population. Race, ethnicity and language all play a part in the practice of teaching, the philosophy of education and the policy that education stands on. No child should be left behind and so we as teachers need to make sure that we embrace diversity in the classroom and meet the needs and interests of every student. Creating a conducive environment that would motivate students to be eager to learn is an important key in pedagogy.

video blog

http://www.youtube.com/watch?v=yE-Dp4aX_wk

Creating the Well-Informed and Active Learner

“Critical pedagogues believe that education should provide all students the opportunity to question, discover, and transform their futures.  The principles and practices of critical pedagogy are designed to help students become critical thinkers/readers/consumers/producers of the word and the world.  They learn to separate themselves from – and deconstruct – the values, institutions, and ideologies that shape them.  Broadly stated, critical pedagogy interrogates power structures in American education in order to challenge the status quo and enact social justice for understanding populations.”
            Critical pedagogy brings to mind the significance of incorporating critical literacy into our content area curriculum so that a social justice framework is how students and educators alike can create meaningful change in each of their individual lives and in the world.  As an English educator, it is crucial for me to encourage my students to become critical readers who understand “that how we read is as important as what we read” and to “ask questions about the construction of texts/knowledge and power relationships.”  By actively understanding their own lives and questioning the injustices and expectations that society imposes on them either consciously or subconsciously, students quickly become agents for change and liberators of a hierarchal and oppressive education system.  As Wallowitz states “a critical literacy approach to teaching offers teachers and students a new paradigm of thinking about the word and the world that empowers, engages, and challenges the American populace to resist the social forces that regulate and control and to imagine a more just reality for everyone.”  In safe classroom environments, students and teachers feel free to openly express their opinions and understand that to view controversial issues such as race, sex, gender, ethnicity, etc. (pedagogy of discomfort) there can be no allowance for prior judgment.  By observing such issues from multiple perspectives, students and educators realize that “you can’t be neutral on a moving train” (Howard Zinn) or silent lest discrimination will continue to condone the behavior of the oppressors.
            As a transformative practice, critical literacy “attempts to eradicate social injustices and inequalities” and as Paulo Freire stated relies on Praxis which combines methods of action and reflection to question the social constructs that individuals have been force fed particularly through the “banking” method of education.  To become “active subjects in their own lives,” it is crucial that educators begin to push their students towards Freire’s “liberating education” which calls for educators and students to “problem-pose, engage in dialogue, and examine the world in a way that uncovers social oppressions.”  To achieve this, however, I believe that educators must first look to themselves and their own preconceived notions and prejudices before entering the classroom.  “One can become critically conscious by developing an awareness of oneself, of one’s place in a large system of networks, and of one’s own thinking while at the same time developing a sense of interrelatedness and interconnectivity among social, cultural, and political dimensions.”  With an opportunity to challenge and question the status quo as well as our oppressive educational system that makes certain students and even educators (often among the minority groups) feel as if they do not belong, it is important to remember that our differences are actually our greatest strengths and defining qualities.
            What truly struck me while reading section one of Change Matters, was the in-depth analysis of Paulo Freire’s and Leo Vygotsky’s educational theories and how each theory has come to greatly impact the implementation of social justice in education.  While Freire believed that an individual could change his/her circumstances by “not only reading words but worlds and their intricacies within the context of socioculturally and historically shaped structures,” Vygotsky “aimed to account for how people learn, rather than to change the circumstances and thus the quality of their lives, [yet] he did suggest ways in which concepts could be taught more effectively in the context of school.”  From the research of both men, there is now a movement in education to “teach those oppressed by inequitable educational opportunities and income distribution (socioeconomic issues) to question their locations in society and ultimately seek to alter personal agency and economic structures” to achieve a more fulfilling and intellectual life.  To start the process, as educators we must begin to practice what we preach because education is a reciprocal act in which teachers are the main role models for their students.  After all, social justice is a tri-fold relationship involving reflection, change, and participation from students and teachers alike.
            A few questions I thought of during my reading:  How do we impose any sense of morality on our students without making them seem like we are taking away their voice?  When do we begin to question the social constructs that have been engrained into our subconscious?  When confronted with issues such as racism, do we work from within the system or take an external position or to respect all opinions, must we approach the situation from both perspectives?  What can be done to address and put an end to unintentional discrimination and racism?  What are ‘acceptable’ approaches in schools and society to challenge inequity, inequality, and oppression? (JS)