My hope in working with families from diverse backgrounds is that I can develop genuine relationships based on mutual trust. I want my families to feel comfortable in sharing their culture with me as well as their goals for their children. I hope to be a link to a positive start for their children's educational experience.
A goal I have within my classroom to promote equity and social justice is to celebrate the diversity within my classes by honestly discussing differences and providing opportunities for children to learn about different cultures from each other and their families. The long range goal would be that a positive experience with diversity in the early years will spark a growing respect and appreciation for diversity as the children mature.
Thank you to all my colleagues for sharing your life experiences to deepen our understanding of issues of diversity. Personal insights put a meaningful perspective on difficult issues. I wish you all the best in coming classes and hopefully will have the opportunity to learn from your posts in future courses.
Happy Holidays!
Friday, December 21, 2012
Saturday, December 15, 2012
Welcoming Families From Around the World
Working in a preschool I have encountered children whose families have emigrated from countries I knew nothing about. We did our best to make the families feel welcome, but I see now many more things we could have done to integrate their culture into our classrooms. We had a little boy from Kenya one year. I tried to learn a few phrases in Swahili from his mother. We both enjoyed the process and laughed at my attempts and she was very pleased when ever I tried to greet her in her home language. 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). If I could go back and prepare for the little boy from Kenya to join our school again or if we ever have the opportunity to have another Kenyan child with us I would do the following:
1. I would contact our local Social Service Agency to find our what kind of support services are available to immigrants from Kenya. I would make contact with someone from the Kenyan network who could interpret for me if the family does not know English.
2. Before meeting the family, I would ask the interpreter to educate me on Kenyan practices regarding child rearing, communication practices (personal space, eye contact), and family hierarchy. According to Vesely & Ginsberg, those who understand the culture can help build bridges of trust with immigrant families (2011). My attempts to bring Kenyan culture into our classroom may rely heavily on volunteers from the Kenyan community to bridge communication with the family as well as within the classroom. Child development classes would be provided and potentially lead to further education and employment if the volunteers show interest.
3. Equipped with some general knowledge of Kenyan culture and with someone to scaffold communication I would arrange for a home visit. I would use that initial visit to establish trust, try to answer any questions they may have about the program, and connect them with resources in the community.
4. Once an initial relationship is started I would make another visit to observe the child's role in the family and learn from the parents what their goals are for their child. I would express that information they can give me regarding their child helps me individualize my instruction and better meet his or her needs. If they are willing to share, I would like to learn about their life in Kenya and ask for something I might display in our classroom as a source of comfort and pride for their child.
5. Within the classroom I could display Kenya's flag, pictures of people in traditional Kenyan clothing, and have Kenyan musical instruments or toys available in centers (Vesely et al., 2011).
6. I would invite parents to volunteer in the classroom scaffolding language for their child or if they are not confident with their English, ask a volunteer from the Kenyan community to interpret. I would encourage them to teach basic words and phrases to the rest of the class. I would label toys and centers within the classroom in English and Swahili and have words of welcome written in English and Swahili at the entrance to the room. I would personally check to make sure written communication from preschool is being understood and if it is not, arrange for it to be interpreted.
Showing a genuine desire to learn a family's culture and to respect what is important to them is significant in building a mutual trust. As with any family, once they realize your main concern is the welfare of their child, they are willing to partner with you and support your efforts.
Derman-Sparks, L., & Edwards, J. (2010). Anti-bias education for young children and ourselves. New York, NY: National Association for the Education of Young Children.
Vesely, C., & Ginsberg, M. (2011). Stategise and practices for working with imigrant families in early education programs. Young Children, 66(1), 84-89.
1. I would contact our local Social Service Agency to find our what kind of support services are available to immigrants from Kenya. I would make contact with someone from the Kenyan network who could interpret for me if the family does not know English.
2. Before meeting the family, I would ask the interpreter to educate me on Kenyan practices regarding child rearing, communication practices (personal space, eye contact), and family hierarchy. According to Vesely & Ginsberg, those who understand the culture can help build bridges of trust with immigrant families (2011). My attempts to bring Kenyan culture into our classroom may rely heavily on volunteers from the Kenyan community to bridge communication with the family as well as within the classroom. Child development classes would be provided and potentially lead to further education and employment if the volunteers show interest.
3. Equipped with some general knowledge of Kenyan culture and with someone to scaffold communication I would arrange for a home visit. I would use that initial visit to establish trust, try to answer any questions they may have about the program, and connect them with resources in the community.
4. Once an initial relationship is started I would make another visit to observe the child's role in the family and learn from the parents what their goals are for their child. I would express that information they can give me regarding their child helps me individualize my instruction and better meet his or her needs. If they are willing to share, I would like to learn about their life in Kenya and ask for something I might display in our classroom as a source of comfort and pride for their child.
5. Within the classroom I could display Kenya's flag, pictures of people in traditional Kenyan clothing, and have Kenyan musical instruments or toys available in centers (Vesely et al., 2011).
6. I would invite parents to volunteer in the classroom scaffolding language for their child or if they are not confident with their English, ask a volunteer from the Kenyan community to interpret. I would encourage them to teach basic words and phrases to the rest of the class. I would label toys and centers within the classroom in English and Swahili and have words of welcome written in English and Swahili at the entrance to the room. I would personally check to make sure written communication from preschool is being understood and if it is not, arrange for it to be interpreted.
Showing a genuine desire to learn a family's culture and to respect what is important to them is significant in building a mutual trust. As with any family, once they realize your main concern is the welfare of their child, they are willing to partner with you and support your efforts.
Derman-Sparks, L., & Edwards, J. (2010). Anti-bias education for young children and ourselves. New York, NY: National Association for the Education of Young Children.
Vesely, C., & Ginsberg, M. (2011). Stategise and practices for working with imigrant families in early education programs. Young Children, 66(1), 84-89.
Friday, December 7, 2012
Prejudice - Learning From Our Mistakes
One of the first books I read that opened my eyes to prejudice was the Pulitzer prize winning To Kill A Mockingbird by Harper Lee. Many of you have read the book or seen the movie so I won't go into detail about the story line other than to point out that two prejudices were spotlighted. The story took place in Alabama during the Great Depression. A white lawyer agrees to defend a black man falsely accused of raping a white young woman. Despite the fact that the lawyer has strong evidence supporting the accused's innocence, an all white jury finds him guilty. The story unfolds through the eyes of the lawyer's young daughter. While this trial is going on she and her brother are involved in a situation of their own involving a neighbor who has not been seen outside his house for years. They call him Boo and make fun of him and make up stories about him. In the end, Boo ends up saving the children from the white girl's father who is angry at their father for defending the black man. The children end up learning important life lessons - hatred and prejudice exist and can cloud your vision and keep you from seeing the truth (the case their father was trying) and prejudice evolves from not seeing the individual as a person and making hurtful assumptions about the person without taking the time to get to know him (the case of the misunderstood neighbor).
I remember reading this book and thinking what an unjust system for the man on trial and feeling so bad for him. The legal system at that time in the South was not fair as was evidenced by the fact that the jury was all white and it would have been unthinkable to find that the white woman had actually been the one who propositioned the black man (which is actually what had happened). Our justice system today has come a long way in securing the rights of every individual to a fair trial by a jury of his peers.
In the case of the neighbor who was cognitively challenged, the children were making him into someone he was not without even having met him. How often do we misinterpret actions and make stereotypical judgments?
Ultimately, the little girl also learned to look for the best in others, to be honest with herself about her own flaws, and to look at each person as an individual with life experiences that shape his actions.
If you haven't read the book yet, I would encourage you to do so.
Lee, Harper. (1960). To kill a mockingbird. New York, NY: Harper & Row.
I remember reading this book and thinking what an unjust system for the man on trial and feeling so bad for him. The legal system at that time in the South was not fair as was evidenced by the fact that the jury was all white and it would have been unthinkable to find that the white woman had actually been the one who propositioned the black man (which is actually what had happened). Our justice system today has come a long way in securing the rights of every individual to a fair trial by a jury of his peers.
In the case of the neighbor who was cognitively challenged, the children were making him into someone he was not without even having met him. How often do we misinterpret actions and make stereotypical judgments?
Ultimately, the little girl also learned to look for the best in others, to be honest with herself about her own flaws, and to look at each person as an individual with life experiences that shape his actions.
If you haven't read the book yet, I would encourage you to do so.
Lee, Harper. (1960). To kill a mockingbird. New York, NY: Harper & Row.
Friday, November 23, 2012
Awareness of Microaggressions
After a discussing what we had been learning this week with my husband, he suggested I watch this week's episode of a television show called "Last Man Standing". For those of you who are not familiar with this program, it is a comedy about a white middle aged man and his wife and three daughters. This episode centered around the wife's attempt to befriend a new couple in the neighborhood who happen to be black. The wife was overly conscious of using any statements of microaggression and therefore ended up making all kinds of stereotypical references. She tried to make light of her statements by saying "it's not what you are thinking" and the black husband would say "oh, just what am I thinking?" The white woman's husband saw what a fool she was making of herself and in so many words told her to lighten up and stop over adjusting.
The episode pointed out all the prejudgements people make based on race without knowing anything about people as individuals. It showed how foolish and ignorant we are when we do that. As Dr Sue pointed out we need to have accurate exchanges of information about one another rather than operating on stereotypical prejudgements and we need to interact with one another on equal ground.
The episode pointed out all the prejudgements people make based on race without knowing anything about people as individuals. It showed how foolish and ignorant we are when we do that. As Dr Sue pointed out we need to have accurate exchanges of information about one another rather than operating on stereotypical prejudgements and we need to interact with one another on equal ground.
Thursday, November 15, 2012
Perspectives on Diversity and Culture
I chose to ask my boss (the church pastor) and an associate pastor their definitions of culture and diversity. The former defined culture as a group with shared practices or beliefs or characteristics. This definition addresses in a general manner both the surface and deeper aspects of culture as we have been studying it this week. The latter defined culture as socialized actions and reactions of a specific tribe or society. That definition could reflect both aspects of culture if you consider the actions are based on the group's beliefs and values. The third person is a grandparent of one of our preschoolers and she was born and raised in the Caribbean. She did not define culture for me, rather she brought me a poster of important landmarks where she grew up and enjoyed telling me about all the places represented. She said the cultural aspects she missed most were the food and living near the ocean. She is passing along her culture to her grandchildren by teaching them how to make the kind of crafts she made and sold while living in the Caribbean as well as teaching them how to prepare special foods from her homeland. Though she didn't include it in our discussion on culture, we have had other discussions that tell me she has very definite thoughts on child rearing that do not go along with the dominant culture, but instead reflect the strict upbringing she received in the Caribbean.
The grandmother chose not to define diversity. My boss defined it as bringing together those with differing cultures, usually done on an intentional basis because we naturally congregate with those of similar culture. He didn't get into specific examples of diversity but rather chose to look at how diversity is created. The other pastor defined it as the existence of a variety of cultures. I think it is harder to define diversity. This week we learned how to create an acceptance and appreciation of diversity.
It is always good to get others' perspectives. It was interesting that the two people who gave more general descriptions were of the dominant culture and the person who gave very personal and specific explanations was not part of the dominant culture. It really helped me see the value of communicating with our preschool families and giving them the opportunity to share how they think and what they value. It is important to develop that mutual respect.
The grandmother chose not to define diversity. My boss defined it as bringing together those with differing cultures, usually done on an intentional basis because we naturally congregate with those of similar culture. He didn't get into specific examples of diversity but rather chose to look at how diversity is created. The other pastor defined it as the existence of a variety of cultures. I think it is harder to define diversity. This week we learned how to create an acceptance and appreciation of diversity.
It is always good to get others' perspectives. It was interesting that the two people who gave more general descriptions were of the dominant culture and the person who gave very personal and specific explanations was not part of the dominant culture. It really helped me see the value of communicating with our preschool families and giving them the opportunity to share how they think and what they value. It is important to develop that mutual respect.
Friday, November 9, 2012
My Family Culture
If my family and I had to evacuate to a country with a completely different culture and I had to choose three things that I hold dear to take with me I would take my Bible because it would be a reminder that no matter where I was God was with me. That Bible has special meaning because I have underlined favorite verses and because my husband gave it to me. It also has bookmarkers in it given to me by my mom. I would also take a childhood photo of me with my parents to represent my childhood web. And, I am assuming my dog would come with us because she is an integral part of our family, but I would take a picture of her along as well.
If I had to keep one item I think I would keep the Bible and try to put the photo of my family inside it. However, I think when it comes down to it, representations are just that. Your culture is who you are and what you believe and you take that with you where ever you go. It is the relationships you hold dear to your heart and the memories that no one can take from you that matter.
If I had to keep one item I think I would keep the Bible and try to put the photo of my family inside it. However, I think when it comes down to it, representations are just that. Your culture is who you are and what you believe and you take that with you where ever you go. It is the relationships you hold dear to your heart and the memories that no one can take from you that matter.
Thursday, October 25, 2012
When I Think of Research...
I approached this class with great trepidation. I had no experience with research and had really been challenged when reading research articles in previous classes. However, this course was presented in a way that made the research relevant to me and made the idea of research exciting!
Learning the terminology was so important to bringing meaning to the research process. Defining terms and putting them in my own words really helped me understand different approaches to research and the components to conducting research with integrity.
Though I chose to use a qualitative approach to my research, I enjoyed the process of formulating a hypothesis and looking at how my research could take a different approach based on the data I collected. It was interesting to consider the sampling and how to work with the participants in a way that brought equity to the study. I struggled a bit trying to decide on the sampling size until I learned that in case studies you do not have to have a large sampling since you are looking in depth into specific cases.
The biggest challenge I discovered in the process of setting up the simulation was thinking about the possibility that parents would not give consent to have their children video-taped as part of the study. Dr. Davis had the idea of pixelating the faces of the children whose parents would not give consent - I would never have thought of that; but that certainly would protect children's privacy! Technology certainly has made a difference in how we approach research.
My simulation focused on the perceptions of practicing early childhood professionals. Because I am a preschool teacher, I realized I definitely had preconceived ideas about the outcome of the study. I see the importance of self-reflexivity to make sure research is approached without bias. I really liked this quote from Mackenzie & Ling:
"The education system studied was my work context and the phenomenon being studied was one with which I had recent, personal experience. At times participants' comments resonated with my own experience, 'ringing true', while others made me stop and reflect from the perspective of experiences which were very different from my own. What I knew and who I was at the start of the journey was very different from what I know and who I was at the end" (2009, p. 51).
I can safely say that what I knew and thought of research at the start of this course's journey is very different from what I know and think about it now. Thank you, Dr. Davis!
Thank you, to all my classmates, I appreciated your discussion posts. I wish you well in your coursework ahead!
Mackenzie, N., & Ling, L. (2009). The research journey: A Lonely Planet approach. Issues in Educational Research, 19(1), 48-60. Retrieved from Education Research Complete database.
Learning the terminology was so important to bringing meaning to the research process. Defining terms and putting them in my own words really helped me understand different approaches to research and the components to conducting research with integrity.
Though I chose to use a qualitative approach to my research, I enjoyed the process of formulating a hypothesis and looking at how my research could take a different approach based on the data I collected. It was interesting to consider the sampling and how to work with the participants in a way that brought equity to the study. I struggled a bit trying to decide on the sampling size until I learned that in case studies you do not have to have a large sampling since you are looking in depth into specific cases.
The biggest challenge I discovered in the process of setting up the simulation was thinking about the possibility that parents would not give consent to have their children video-taped as part of the study. Dr. Davis had the idea of pixelating the faces of the children whose parents would not give consent - I would never have thought of that; but that certainly would protect children's privacy! Technology certainly has made a difference in how we approach research.
My simulation focused on the perceptions of practicing early childhood professionals. Because I am a preschool teacher, I realized I definitely had preconceived ideas about the outcome of the study. I see the importance of self-reflexivity to make sure research is approached without bias. I really liked this quote from Mackenzie & Ling:
"The education system studied was my work context and the phenomenon being studied was one with which I had recent, personal experience. At times participants' comments resonated with my own experience, 'ringing true', while others made me stop and reflect from the perspective of experiences which were very different from my own. What I knew and who I was at the start of the journey was very different from what I know and who I was at the end" (2009, p. 51).
I can safely say that what I knew and thought of research at the start of this course's journey is very different from what I know and think about it now. Thank you, Dr. Davis!
Thank you, to all my classmates, I appreciated your discussion posts. I wish you well in your coursework ahead!
Mackenzie, N., & Ling, L. (2009). The research journey: A Lonely Planet approach. Issues in Educational Research, 19(1), 48-60. Retrieved from Education Research Complete database.
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