Chapter 2: Getting Centered-->Our History
The future is in our hands....A history that leaves out minorities reinforces separation, but an inclusive history bridges the divide.
--Takaki, 2008, p.435
As I read the above epigraph, the thoughts about North America's histories that came to mind were: How easy it is to leave the oppressed out of historical accounts, as if they were invisible, or not worth mentioning.
The history told through our textbooks, media, and curricula is that of the dominant culture, or the oppressor, regardless of what country you are in. The weak, or oppressed, do not have the means with which to get their perspective published and circulated in order for that to be the story that is told. IF you have extra time at the end of the school year after you have already covered the mainstream curriculum, then MAYBE students might be exposed to an excerpt that tells history from the perspective of an oppressed individual who had the fortune of being interviewed by someone who cared to show the other side. Other than that, students will only be exposed to the mainstream story.
When I read or hear terms such as segregation, integration, equity, or diversity, the images, thoughts, feelings, or reactions that occur for me are as follows:
segregation-->civil rights movement
-->Jewish Camps
-->Indian reservations
-->Japanese Internment Camps
-->All boys' schools/ All girls' schools
-->Private Schools
integration-->VEEP (Voluntary Ethnic Enrollment Program)
-->Any attempts at seeking to integrate people of diverse
backgrounds into one setting in a win-win environment
equity-->ADA (Americans with Disabilities Act)
-->Any attempt at trying to give everyone an equal and fair chance in,
and access to, academic, athletic, and other types of desired success
diversity-->People from different countries, traditions, beliefs, sexual
orientation
-->Hillcrest, El Cajon Blvd, University Blvd, University Heights, City
Heights, Euclid Avenue, San Francisco, Los Angeles
When these terms are used in professional settings, I have observed a variety of reactions from my colleagues ranging from rolling their eyes, accompanied by a heavy sigh, to squirming in their seat because they find it to be an uncomfortable topic, to glaring stares at the speaker as if they have struck a chord, to people acting as if they had been accused of something, while some have no reaction at all and others feel very comfortable with these topics.
Reflection:
What might be issues of inequity facing your school community?
Some issues of inequity facing my school community range from who has access to basic school supplies, such as reams of paper to run off necessary copies, iPads, PCs and other computers in their classrooms to who has access to our very rigorous language academy.
In what ways are resources shared among community members?
We have a very supportive PTA and group of parents who are very willing to donate items from our "Wish List" so that our students can have the best learning experiences possible. Our parents are always looking for ways to contribute, not just economically, but also through presentations, by using their talents, by volunteering continuously, and being as supportive as possible.
Who is involved in decision-making?
As many stakeholders as want to be!!! We have very involved parents who are critical thinkers and consider all the available options before jumping on the band-wagon and just pushing for something just because it looks nice. They make very informed decisions and always want to know what the teachers' experienced opinions are prior to making any decisions.
Going Deeper: 3 Keys
What are three key learnings from this chapter?
*Be aware of biases within the curriculum so that you do not continue to perpetuate them.
*Prior to the 1950s laws supported segregation. These laws forced groups of people, not only into unwanted places of land, but into a state of mind that fostered learned helplessness, limitations, and restrictions.
*Putting laws in place that reversed segregation did not suffice in reversing the emotional and mental damage that had been done to the people who the laws had been previously against.
What are 3 key quotes or comments from the chapter that resonate with you?
"The sad reality is that those access and achievement gaps are historical, but they have remained invisible to most of the educational community due to our selective vision and our choice to see only the data we want to see"
(Lindsey et. al, p.24).
"These dark periods in our histories created deep and cruel inequities that persist within our nations today" (Lindsey et. al, p.26).
"Cultural Proficiency is a way of being that enables people to successfully engage in new environments" (Lindsey et. al, p.29).
What are 3 key questions you now have?
*What was the turning point that made the U.S. believe that maybe we SHOULD instill Cultural Competence and Cultural Proficiency in our students after all?
*Segregation, obviously still exists, and continues to be practiced (i.e. private schools) but yet ALL students are expected to develop Cultural Competence and Cultural Proficiency? How can you develop that in students who are being taught that they should be in private schools away from others who are less fortunate then they are?
*How will we know when our students have reached Cultural Competence or Cultural Proficiency?
Thinking of my role as an educator, how does the information from this chapter cause me to think about my practice?
As an educator, I could be more conscious of how I integrate Cultural Competence and Cultural Proficiency into the curriculum.
In what ways does this information causes me to think differently about my school or district?
Upon reflecting on this information I realize my school, and school district, have a lot of work to do in order to effectively develop Cultural Competence and Cultural Proficiency within our students. In this age where technology is so readily accessible, we are no longer limited to developing the skills to get along only with those different from us around us, but also globally!!! We should be able to engage in conversations on-line with people around the globe, while being conscious of their differences, on so many levels, and not get offended the first time we perceive something as being rude. We have to keep in mind that we have different norms and expectations and that is what we should be teaching our students so that they can successfully communicate with anyone, regardless of what country they are in. Our students will need to know how to successfully communicate with anyone and everyone in order to complete successful business transactions and it is our job to develop those skills within them.
The future is in our hands....A history that leaves out minorities reinforces separation, but an inclusive history bridges the divide.
--Takaki, 2008, p.435
As I read the above epigraph, the thoughts about North America's histories that came to mind were: How easy it is to leave the oppressed out of historical accounts, as if they were invisible, or not worth mentioning.
The history told through our textbooks, media, and curricula is that of the dominant culture, or the oppressor, regardless of what country you are in. The weak, or oppressed, do not have the means with which to get their perspective published and circulated in order for that to be the story that is told. IF you have extra time at the end of the school year after you have already covered the mainstream curriculum, then MAYBE students might be exposed to an excerpt that tells history from the perspective of an oppressed individual who had the fortune of being interviewed by someone who cared to show the other side. Other than that, students will only be exposed to the mainstream story.
When I read or hear terms such as segregation, integration, equity, or diversity, the images, thoughts, feelings, or reactions that occur for me are as follows:
segregation-->civil rights movement
-->Jewish Camps
-->Indian reservations
-->Japanese Internment Camps
-->All boys' schools/ All girls' schools
-->Private Schools
integration-->VEEP (Voluntary Ethnic Enrollment Program)
-->Any attempts at seeking to integrate people of diverse
backgrounds into one setting in a win-win environment
equity-->ADA (Americans with Disabilities Act)
-->Any attempt at trying to give everyone an equal and fair chance in,
and access to, academic, athletic, and other types of desired success
diversity-->People from different countries, traditions, beliefs, sexual
orientation
-->Hillcrest, El Cajon Blvd, University Blvd, University Heights, City
Heights, Euclid Avenue, San Francisco, Los Angeles
When these terms are used in professional settings, I have observed a variety of reactions from my colleagues ranging from rolling their eyes, accompanied by a heavy sigh, to squirming in their seat because they find it to be an uncomfortable topic, to glaring stares at the speaker as if they have struck a chord, to people acting as if they had been accused of something, while some have no reaction at all and others feel very comfortable with these topics.
Reflection:
What might be issues of inequity facing your school community?
Some issues of inequity facing my school community range from who has access to basic school supplies, such as reams of paper to run off necessary copies, iPads, PCs and other computers in their classrooms to who has access to our very rigorous language academy.
In what ways are resources shared among community members?
We have a very supportive PTA and group of parents who are very willing to donate items from our "Wish List" so that our students can have the best learning experiences possible. Our parents are always looking for ways to contribute, not just economically, but also through presentations, by using their talents, by volunteering continuously, and being as supportive as possible.
Who is involved in decision-making?
As many stakeholders as want to be!!! We have very involved parents who are critical thinkers and consider all the available options before jumping on the band-wagon and just pushing for something just because it looks nice. They make very informed decisions and always want to know what the teachers' experienced opinions are prior to making any decisions.
Going Deeper: 3 Keys
What are three key learnings from this chapter?
*Be aware of biases within the curriculum so that you do not continue to perpetuate them.
*Prior to the 1950s laws supported segregation. These laws forced groups of people, not only into unwanted places of land, but into a state of mind that fostered learned helplessness, limitations, and restrictions.
*Putting laws in place that reversed segregation did not suffice in reversing the emotional and mental damage that had been done to the people who the laws had been previously against.
What are 3 key quotes or comments from the chapter that resonate with you?
"The sad reality is that those access and achievement gaps are historical, but they have remained invisible to most of the educational community due to our selective vision and our choice to see only the data we want to see"
(Lindsey et. al, p.24).
"These dark periods in our histories created deep and cruel inequities that persist within our nations today" (Lindsey et. al, p.26).
"Cultural Proficiency is a way of being that enables people to successfully engage in new environments" (Lindsey et. al, p.29).
What are 3 key questions you now have?
*What was the turning point that made the U.S. believe that maybe we SHOULD instill Cultural Competence and Cultural Proficiency in our students after all?
*Segregation, obviously still exists, and continues to be practiced (i.e. private schools) but yet ALL students are expected to develop Cultural Competence and Cultural Proficiency? How can you develop that in students who are being taught that they should be in private schools away from others who are less fortunate then they are?
*How will we know when our students have reached Cultural Competence or Cultural Proficiency?
Thinking of my role as an educator, how does the information from this chapter cause me to think about my practice?
As an educator, I could be more conscious of how I integrate Cultural Competence and Cultural Proficiency into the curriculum.
In what ways does this information causes me to think differently about my school or district?
Upon reflecting on this information I realize my school, and school district, have a lot of work to do in order to effectively develop Cultural Competence and Cultural Proficiency within our students. In this age where technology is so readily accessible, we are no longer limited to developing the skills to get along only with those different from us around us, but also globally!!! We should be able to engage in conversations on-line with people around the globe, while being conscious of their differences, on so many levels, and not get offended the first time we perceive something as being rude. We have to keep in mind that we have different norms and expectations and that is what we should be teaching our students so that they can successfully communicate with anyone, regardless of what country they are in. Our students will need to know how to successfully communicate with anyone and everyone in order to complete successful business transactions and it is our job to develop those skills within them.