This book opened my eyes to the importance of diversity, not only in the classroom, but out in world. I had fortunately had multiple experiences with peers, students, and co-workers that were from different cultures, so this book was not a shock. However, it made me really understand the thought processes from developing from a racist. I have always felt some shame for being White. There is a sense of guilt for history; however, I have realized that I can't control what happen in the past, but I can make an impact for the future.
There are a few questions I am still struggling with as a future teacher and having students of different backgrounds and cultures in my classroom. I currently have some students who are African American and Hispanic.
Some questions are:
- What can we do to influence fellow teachers around us that may not see diversity as a positive thing?
- How do I show my students that I am not a regular White teacher that is 'superitory'?
- What impact does this have on the school is I am the only teacher willing to appreciate diversity?
To contuine my professional growth for the future, I plan on reading Lisa Delpit's book, Other people's children : Cultural conflict in the classroom. Gary Howard had talked about this book multiple times in his text and it sounds like it would be a good source to compare what Howard and Delpit have in common and their difference in diversity. I also am looking into an ESL minor. Even though I am graduating in December and will not be able to complete it before graduating, I am looking to start the program after graduating in the Adult Studies program to learn more about ESL students as that has become a huge impact on education.
"We are like a people caught between two lands. There is the old country of oppression and racism from which we are attempting to emigate, and the new country of hope, transformation, and healing that we are only beginning to explore and inhabit." (115). We are both part of the problem and part of the solution. We are both racist and anti-racist. Howard says that we need to make the change as educators. It is not easy; however, it is a journey of transformation and adventure. It is important to have a strong set of support from those of other races. "There is a positive and healing privilege gained through our connection and collaboration with colleagues and students from other racial and cultural groups." (116) Although this may not be for everyone, it is a rewarding journey to join. On this journey, one will become an activist and transformationist White identity that can be very help in the classroom as well as the world.
This is something that affected my life recently. About three years ago, my friend introduced me to Miguel, a fellow student at her college. He is half Mexican, half Colombian. We have become close friends in the last three years and recently started dating. This was a new experience for me as I normally only know people from my town, which is mostly White, Irish people. I was introduced to his family and his whole culture. It really showed me to appreciate one's background. I was able to teach him about my culture and traditions, while he was able to do the same. It was a fun way to get to know someone. I was able to then think about this in sense of my classroom and how it is important to get to know the students' backgrounds and cultures as it explains a lot about someone.
Worldview: This one experience transformed my view of people from other cultures and races. Until I was up close to someone's culture, I only thought about my own. Even after learning different traditions such as eating soup for breakfast, I had a look of disgust and stuck to my eggs and bacon. My view on cultures is to experience them as they all have something great to offer the world especially if you just look at all the different types of food. However, this also can relate to the many cultures that can influence the environment of your classroom. Being open to the variety of cultures can help shape you as a teacher into a more diverse person, and you may even learn something about yourself!
This section discussed both the stages of black identity development and stages of white identity development.
The five stages of black identity development:
1. Preencounter: where they distance themselves from those who are different from them
2. Encounter: transition into this stage occurs from an event or experiences.
3. Immersion/emersion: feelings of hate towards those who are White
4. Internalization: the want/need to interact with those for other cultures
5. Internalization-commitment: where one is rooted in their own black identity (86)
An example stated was the transition into encounrter. Race alone can lead to negative treatment such as a black man driving a nice car in a white suburb. A police officer pulls him over and immediately goes with the stereotype that he stole it. When it comes to white identity development, it is mostly defined by racism and personal culture.
The six stages of white identity development:
Phase I: Abandonment of a Racist Identity
Contact: your first encounter with someone of another race
Disintegration: acknowledge our Whiteness
Reintegration: consciously embrace White superiority
Phase II: Establishment of a Non racist White Identity
Pseudo-Independence: begins to question what they believed Whiteness means
Immersion-Emersion: movement towards positive efforts for other groups
Autonomy: a new positive definition of Whiteness is established (88)
The story that jumped into my head was the story all over the news about the teen, Trayvon Martin, who was shot because he was wearing a hood, and believed to be part of a gang because of his skin color. This ties to exactly what Howard was discussing in this section about black identity development as well as the police officers needing to go through white identity development. He judged the black man by his skin color. He has every right to drive a nice car as a white man. Same with the news story, the teen had the right to wear a hood just as I would on campus. The difference is our skin color. They would never suspect me, a white girl, to be part of gang.
Worldview: When I think of worldview, the quote "We are all God's children." comes to mind. I have heard that quote over and over in my education classes as we will be teaching all types of students; however, to remember that they are all children of God. I think it is important to remember where we are in the stages. I do feel I can relate as I have been through the first phase and got stuck in there from past experiences. However, being exposed to other cultures in classrooms and on my own, I have started to move to the second phase to understanding what Whiteness means and my hope is to keep moving to a positive definition of what Whiteness means.
Gary Howard says that his approach in this book is "to encourage White educators to look deeply into the nature of dominance, to understand as authentically as we can the reality of its tragic impact in the lives of our colleagues and students, and then to struggle and work together to create healing responses on the river of change. (68). This section discussed four healing processes: honesty, empathy, advocacy, and action.
Honesty. It is important for White educators to be honest within to their insecurities and privilege when dealing with race. After being honest and looking at the influence of dominance paradigm, we will gain credibility with our students and colleagues. Howard also discusses the importance of having a multicultural curriculum. It is through the White students and parents defending the benefit that it is possible to make a multicultural curriculum.
Empathy. "Empathy is a healing response because it allows us as Whites to step out of dominance, to see our social position in a new light, and connect with the experience of others who see the river of diversity from a different perspective." (73). It is through empathy that we are given the chance to see the world through the stories of others and the cultural differences.
Advocacy. This ties again to the realities of dominance and the significance we can make on helping those heal when reeducating White students, colleagues, and even family members. He also discusses affirmative action and how it is designed to help those minorities with 'fairness'. Howard challenges with White colleagues to look for a better reason than fairness because there are many more valid reasons.
Action. "We are not responsible for having been born White, but we are accountable for how we respond to racism and dominance in our schools and communities today. (78) It takes the action, not just saying "I am not a racist." It is proving it through your actions and your words. Although, it may not have a national impact, it will influence the behavior of our students and the people around us.
This section opened my eyes to the impact teachers can have on students' views of diversity. I grew up in a South suburb of Chicago. I was exposed to other races quite early in my life. I even had a girl that was mixed as a friend in elementary school. She was the only student in my class that was said to be a minority. I never remember anyone seeing her any different than the rest of us, although she was half white as well. When I entered junior high, the population of minorities grew and I was exposed. It never bothered me and I never felt that they were different than me other than by the skin color. We were still the same age, did the same activities, and even the same homework. However, now attending Trinity Christian College, diversity is not high priority. I feel like it is a White bubble at points, as least in my education classes. I also imagine many of the students on campus have not been exposed to those that look different than them. I do feel fortune to experience those other than me as the world is not a bubble, but made up of all different types of people.
After reading the first chapter, it really opened my eyes to how racism really is. Gary discussed in the first chapter about his experiences with diversity starting from high school. My favorite part of the chapter was after Gary had experienced as a volunteer position when he was attending Yale. He participated as the only white staff member at the Black Identity and Leadership summer camp. He also moved into the Hill, when he got married. Although, this was all good and brought diversity straight into his life, the real challenge was when he was asked to go back into his own towns and educate them on diversity. He had entered into a time where he rejected his own racial identity. His early attempts were a struggle with the White community when his approach was "What you need to know is that you're a racist." It wasn't until he began his teaching career, that he realized what kind of approach he needed. In the effort to reeducate White America, it has to be more than appreciating other cultures, and beyond our own racism. It is is provide more than that, but to show we are more than what history has defined us.
I was surprised by reading Gary Howard's thoughts. I, however, strongly agree with him. Diversity is not all about just educating White America about the past and what has happen; but looking at cultures now and appreciating them and experiencing them. It is showing through our actions and words that we are not the same people as history may say we are. This goes both ways with the way minorities may see whites as well as how whites see certain minorities. There are stereotypes with all groups of people and this book is discussing how to break those barriers.
Last semester I had an experience similar to this. I was in Educ 201 for Fine Arts in the Classroom. I was in the drama group and we were sent to Hertzl Elementary School at 14th and Ridgeway in Chicago. It was a Chicago Public School in a neighborhood of all blacks. I was skeptical on how this project would go. However, meeting those students change my outlook. I was given a group of four 1st grade boys who were considered the lowest reading level. I had prepared scripts and all these plans; however, we struggled with just reading through the script. I left a little distraught and annoyed that I didn't get more done. When we went back the next week, the light in their eyes when they saw me walk in was amazing. They were so excited to work on the play. My eyes were opened to no matter what these boys skin color, making an impact is more important. Some of these boys had rough home lives, most not living with both parents, or their parents at all. Those students saw me just as a teacher there to help them. It didn't matter to them that I was a white girl. All that matter was the play and that was a great experience for me in a situation I had never experienced.
I chose to read "We Can't Teach What We Don't Know: White Teachers, Multiracial Schools". I decide to look for this book to read for the diversity blog, because I had spoke to a novice teacher from last semester. She also has read some of these books for ESL class and suggested this one. From what I can tell from the looking over the book, it looks interesting. I skimmed over the introduction of the book. It talks about how diversity is not a choice, these students live in our area and they deserve education equal to all other students no matter their race. I am looking forward to reading about Gary Howard's stories and encounters in the multiracial schools he worked at. I am also curious how much it changed his view of life as a whole.
