When I reflect about times that I have felt marginalized, one of the strongest emotions I felt was that of defensiveness. Recognizing that, I can better empathize with uncooperative attitudes from children who are feeling rejected or devalued. Some identities we take for granted, but as Derman-Sparks and Edwards (2010) pointed out, the identities that make us feel different are the ones we do not take for granted.
Schwartz (2010) wrote of his struggle with accepting his deafness after he learned at a young age that it was stigmatized. He tried to deny it, pretend it didn't exist, and was angry about it. I found the following statement applicable to aspects of my identity I have tried to hide: "I had to stop running from my deafness and embrace it as a core identity" (Schwartz, 2010, p. 22). Schwartz went on to share that as he grew more comfortable with his deafness he was more open to different resources available to him. Relating that concept to myself, as I came to peace with what made me feel marginalized, I was able to see the opportunities that awaited me. I also was able to accept people's statements in a different light and did not take a defensive stand.
Knowing this, my priority would be to make children feel visible and accepted; however, if I did have someone who was feeling marginalized I would plant seeds of encouragement by building on their strengths and I would help them process emotions and help others appreciate diversity by using techniques such as persona dolls. As Derman-Sparks and Edwards (2010) pointed out persona doll stories and ensuing discussions help children "express their feelings and learn ways to solve their problems" (p. 50). Children's literature is another tool I would use to help children feel visible and to help them see the opportunities available to them.
Derman-Sparks, L., & Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: NAEYC.
Schwartz, M. (2010). Disability angst. The search for belonging- filling the hole in my soul. International Journal of Leadership in Public Services, Suppl. 6(21-23). Retrieved from SocINDEX database.
Hi Suzanne,
ReplyDeleteYes! To make children feel visible and accepted is what we as educators can do to nurture a positive personal identity. The present day movies, television, books, toys, music all convey incorrect ideas, stereotypes and attitude about the various aspects of human diversity that children absorb these negative messages and construct their own versions of what is acceptable and what is not. For example, here in UAE wherever you turn you see advertisements for skin whitening treatments and skin whitening products. Children make sense of what they see and hear. So naturally, they think being ‘White’ is the norm. From this stems pre-prejudice and stereotypes and biases. Hopefully, by our anti-bias teaching we can make a child to think critically and recognize and act against such prejudice and discriminatory actions.
I agree that making children feel visible and accepted is what we all should want for our children in the classroom. There are so many ways to help children feel accepted and understand they are no different than anyone else. We also as teachers must take the time to get to know the children and families we serve. When we do that we can learn so much about the child and how to handle certain situations should they arise. We do have so much stuff in our world today that can put so much negative thoughts into the minds of young children. I enjoyed reading your post and wish you the best.
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