“Critique is understood as an interrogation of the terms by which life is constrained
in order to open up the possibility of different modes of living;
in other words, not to celebrate differences as such
but to establish more inclusive conditions
for sheltering and maintaining life that resist models of assimilation.”
Judith Butler
I feel the quote by Judith Butler best describes how I now feel about ways the issues of race, class, and gender should be approached and addressed in the classroom. Throughout this course I have found myself evaluating and analyzing not only the situations in the research we have read but also those of my classroom as well as the bigger scheme of society in general. I agree with Butler, we should not just simply “celebrate” each others and our students’ differences but develop stronger habits to help preserve and incorporate those things that make us the individuals we are into daily life as well as our classrooms. However, I do feel some amount and degree of “assimilation” is necessary both for life in and out of the classroom. These adjustments should take place in order to make connections, form bonds, and build the avenues necessary to be able to work together and move forward with learning and life. There is a delicate balance of the exact level of integration of new ideas into someone’s thinking that should take place. This should ever merely be done or presented by asking them to forget the old and strictly conform to the new.
The way by which individuals seem to automatically adjust to different situations and yet still maintain the connection with their own personal practices was first clearly evident to me by the research of Dowdy and Delpit. Michelle Obama also quite plainly wrapped it all up by speaking frankly with students about her childhood struggles of blurring the lines between “sounding white,” becoming successful in school and life, as well as being accepted socially in her discourse. Delpit used “code switching” to name and describe the ability to easily change how we communicate within different groups. Dowdy told her story and struggle to find the balance of successfully maintaining her roots in Trinidad while being pushed to conform and use “Queen’s English.” All three of these examples opened my eyes to the realities that minority girls face within the classroom and also in their social community. I found myself reflecting and analyzing not only my students’ use but my own as well as of “code switching.” Although I had seen it happening in my classroom automatically for some children, others needed more practice or examples in order to successfully “switch” or change between home and school communication patterns. I hope now with my new awareness and understanding of the importance and relevance of not only “code switching” but preserving and maintaining a variety of communication patterns/literacies for my students, I can do a better job of affirming and encouraging them. I am also excited about the ways in which I can utilize this knowledge in instruction, to make adjustments to instruction, and hopefully make my entire class feel included.
I found Elisabeth Noll’s research to be especially interesting. The American Indian culture has not had a great presence in my classroom. I have had one student who I can recall that was American Indian. His mother volunteered and spent one afternoon visiting each of our five kindergarten classrooms sharing stories, songs, music, instruments, and dances from her tribe. It was wonderful to see all the students, from various backgrounds, participate and discover some of the practices of a new culture for them. It also helped Arron’s peers to better understand where he was coming from and how they were different and alike at the same time. Is there a better time or age to learn to accept others? If only it continued to be as easy not to judge as it seems to be for my kindergarteners? In Noll’s study, Daniel and Zonnie both had the support of their families and early experiences with traditional literacy. It’s too bad that neither of them seemed to really receive the same support in the school setting. Their teachers did not show much interest and lacked the understanding of their complex “multiple literacies.” It is my hope that I can do a better job of getting to know my students, their families, and gain a true understanding of their culture in order to enrich their overall learning experience while they are in my class. From the research I have read, this could potentially have a lasting positive effect on them and remain with them throughout their time in school. Who doesn’t want to be accepted and validated?
Jeanine M. Staples and Annette Henry both used writing to empower black males and females find and even “re-author” their own “voice.” Again I began to recall situations in my own life and reflect on many students that have in my classroom. I found myself scrutinizing over particular situations and individual students, asking myself did I handle that the right way or what could I have done differently. In kindergarten writing is such a challenge for most of the children that I do try to make it as fun and unintimidating as possible. I had never before thought of it as an opportunity to aid students in acquiring their own voices. But I am a firm believer in the earlier the better, at this age kids are like sponges and can obtain more than we would ever think possible. However, because it is the first experience with formal writing for many students there is the need to provide a large amount of examples, especially in the beginning of the year. This is not to say that we don’t learn by dong and that goes for our students as well. So I plan to incorporate and provide a more varied range of examples with writings, journals, literature, and poetry for my students and draw particular attention to the author’s background/culture. I think this will present my students to opportunity to make better connections with authors and see themselves and their own potential as writers.
Lamont Carey’s poem put into words the blame game that I think happens all too often. Not only should we be celebrating and identifying the different backgrounds and styles of learners we have in our classrooms, we need to also be developing and implementing more efficient ways to help them be successful. I’m not suggesting that they give up everything they have already learned at home to learn the way things are done in school, but there has to be a balance and open communication that goes both ways. Everyone needs to be able to read because like Carey asked without that ability, “what are my options?” It is our job as teachers to strive to do what is right for every student. This starts by getting to know each one as a real and whole person, then devising a plan to help move them towards the goals.
In Deborah Hicks’ research, this process of really getting to know your students is brought to the forefront as a vital component for ensuring their success in school. The boys and girls situations she describes really challenged me to critically look at my own practices. I know like the teachers in her book, I too have made mistakes by assuming that I have all the information needed when making major decisions concerning my students. However, now that I have had this course, read her book, and other research regarding the issues of race, class, and gender influence I have a great appreciation and understanding for what I need to be doing differently. At the very beginning of next school year I would like to get more information from parents beside the basic/standard medical history. I plan to create a form that they can complete to include family and cultural background (not just boxes to check) as well as other information they would be willing to offer specifically related to their child. I would then like to meet with each family and discuss more in depth the information they provided as a means of beginning the open communication between home and school. This would also serve as an opportunity for me to review initial assessments and present goals. Then ideally I would include them and welcome their suggestions as we generate ideas for working together to help their child reach their potential during the year. I realize what a great undertaking this will be but recognize the potential benefits it could have of helping to break stereotypes and/or being to mend the fences of previously bad experiences. It is my ultimate goal to help students and their parents feel accepted, confident, and accomplished when they leave my class and I feel the understanding I now have of the impact of race, class, and gender on students’ experiences in school will help make that goal a reality!
Ruth Ann Timmons