Addressing Racial Issues Within the
Classroom
During the day and time in which we
live, it can be very challenging to openly discuss issues that have racial
dimensions. Due to different cultures
and upbringing patterns, most people have pre-developed prejudices and accusations
that make conversations concerning race difficult. It is important to openly discus such issues
to create awareness and to attempt to break down racial barriers. The text, Is
everyone really equal?, explains that “prejudice is part of how we learn to
sort people into categories that make sense to us” (Sensoy and DiAngelo, 2012,
p. 29). Discrimination, which is action
based, occurs when we act on our prejudice thoughts. One of the challenges of critical social
justice literacy is to engage in critical thinking that enables us to surface
our prejudices, and then reflect upon and challenge them (Sensoy and DiAngelo,
2012). This explains why it is
beneficial to have conversations that are seen as having racial
dimensions. If we continue to put these
issues under the rug and do not address them, the issues with either remain the
same or they will continue to worsen.
Difficult conversations are necessary in order to obtain a more peaceful
and equality based community for all.
I feel that it is our job as
educators to do our best to create a safe, friendly, and encouraging atmosphere
within our classrooms. We should try to
find common ground discussions and assignments in which all students can
contribute and relate. It is crucial for
teachers to foster productive examination of issues that are seen as being influenced
by race or ethnicity. Teachers can begin
to do this by getting to now their students and creating a trustworthy
relationship with each of them. I feel
that students will perform better overall and be willing to take academic risks
if they trust that their teacher will not embarrass or downgrade them, even if
their answer is incorrect. By teachers
getting to know their students individually, they will naturally begin to learn
about their culture, home life, and their emotional well-being.
Developing relationships and a safe
learning environment for all students is the first step in initiating difficult
conversations. We, as teachers, must be
careful to not develop racial thoughts or make racial assumptions. For us to be able to have effective conversations
with our students concerning race, we must remain neutral and unbiased. When beginning to facilitate such
conversations, I feel that we should approach the conversations gently and
indirectly. Each student within the
class will come from a different upbringing, background, and will have varying ideas
about race. Especially for teachers who
are teaching elementary school, I feel that their main goals should be to break
down racial barriers and to encourage students of differing races to be
friends. This is an important step in
the right direction and it is appropriate for the age group. As Sensoy and DiAngelo describe in the text,
if we build wide-ranging and authentic relationships with people of differing
races, we are less likely to make superficial judgments about them (Sensoy and
DiAngelo, 2012).
One way that we could effectively
facilitate conversations about race with our students is to ask them to write
about something that they enjoy doing at home, with their family, or with their
siblings. This might make the students
excited to share their customs and writing with the class. As a result, other students
may be inspired by some of the ideas and may want to try the activities with
their families. This activity would
display similarities and differences, but the teacher could emphasize the
similarities among all of the students.
Another effective strategy for initiating such conversations is for
teachers to read books to his or her students about people of different races
and cultures. If we provide many examples
of how people of varying races have made positive influences and contributions
in history, students will develop an appreciation for different races. These are only a couple of strategies that
can be used to help our students to overcome racial barriers.
In conclusion, race and ethnicity
are subjects that can be difficult to talk about with students. Teachers often worry about upsetting students
when discussing such topics, and therefore, they often avoid the subjects altogether. It is crucial to incorporate ideas of race
into classroom activities throughout the year.
I feel that there are ways to indirectly approach the topic that will
gently encourage students to gain a sense of equality for all without hurting
feelings or making some students uncomfortable.
It is our job as future educators to engage our students in meaningful
and constructive activities and conversations.
References
Sensoy,
O., & DiAngelo, R. (2012). Is
everyone really equal? New York, NY: Teachers College
Press.
I agree with you Morgan! I think the idea of having kids write down what they do at home is a really cool idea! This will bring kids from different backgrounds to some of the same conclusions, they like when their family goes to the movie together or goes to the park. Something so little can show kids that may already have some predisposition of racism that just cause they are a different color doesn't mean they are completely different.
ReplyDeleteMorgan,
ReplyDeleteYou are so right! Teaching about diversity and dressing issues pertaining to race begins with you as the educator. First, you must model yourself and then you can help lead your students to follow. I also love the ways that you suggest for implementing this into a classroom. Getting everyone to share about their home life is a great idea! You are going to be a great teacher!
Haley