My imagined emigrant family comes from Fortaleza, Brazil.
The first thing I would do is make sure I know how to pronounce the names of each individual in the family. Dr. Eugene E. Garcia spoke about the importance of being able to enunciate children’s names when he spoke of how a teacher changed his sister’s name from Ciprianita to Elsie (Laureate Education, Inc., 2011). Taking time to articulate someone’s name correctly can make a first meeting less cumbersome, and shows individuals that you care about them. Enlisting help from someone who speaks the native language of Portuguese would be helpful. This could be a staff member or whoever assisted the family in filling out the enrollment form at the child care center where I work.
Secondly, I would review and become well versed in the information on the enrollment form, and then schedule an initial home visit taking someone who could translate if necessary. During the visit, I would strive to lay the foundation for a relationship to form. I would do this by listening to what the family has to say about their journey from Brazil to America, about their hopes, dreams, and fears, and what their expectations are for their children and specifically for the child who will be in my classroom.
Third, I will prepare my current students for welcoming our new friend by displaying a picture of the new student and talking about how wonderful it is that we have someone who has come all the way from Brazil to be with us.
Fourth, I would make sure that there will always be someone present who can speak the child’s native language, and I would take measures to begin learning the language myself. Regardless of the language difference, all teachers and staff will provide interaction that is emotionally and developmentally supportive as they do with all our children.
Fifth, in preparing the environment to reflect some familiarity of Brazil will make the new child feel comfortable and erase many fears. Of course, our physical environment already reflects the rich diversity of all our families. Part of the environment preparation for all families includes an open invitation to join us at any time and to contribute in ways that make them feel most comfortable.
I hope that by establishing an anti-bias community in my classroom and the child care center, the new Brazilian family will find a safe haven as they begin their journey in a new place. When we feel safe, or feel like we have connections with supportive people and organizations, a difficult trek can become much easier. As for myself, I reap the benefit of joy in seeing others succeed and a sense of accomplishment in creating an anti-bias atmosphere where all who enter feel valued and respected.
Reference:
Laureate Education, Inc. (Executive Producer). (2011). Microaggressions in everyday life [Webcast]. Baltimore, MD: Author.
Saturday, August 11, 2012
Friday, August 3, 2012
The Personal Side of Bias, Prejudice, and Oppression
I have a good friend and a former co-worker who is originally from another country. He had his teaching degree from his home country and was a teacher there. Due to political unrest he and his family were forced to flee their home and come to America. Even though he had his teaching degree from his home country, he did not qualify to teach in America.
He had to rebuild his life from near to nothing. It took many years to rise up from his oppression. He began by opening a licensed family day care with his wife. From there, he and his wife became famous in their new community for the high quality of care they offered children and families. They always had a waiting list. The local CCR&R (Child Care Resource and Referral) invited him to teach a child care course. He was an awesome instructor. Every course he taught was always filled to the room’s capacity with providers who were eager to learn from someone who was successful at working with children and who was also one of their own (a child care provider). It took him several years to receive his Bachelor’s degree from an American university and he is currently working on his Master’s degree. My own assessment of him is that he is intelligent, kind, brave, generous, passionate about helping children, desires to lift people to a higher level and forthright in all of his dealings.
The inequity in this situation is that he should have been able to teach from the moment he sat foot upon American soil. His degree should have been recognized as being credible. Also, the local CCR&R took far longer than they should have before recruiting him to teach. Such situations make me feel frustrated, angry, and at times hopeless. I hate prejudices and oppressions as they keep those who have such potential down trodden.
What has to change? The traditional thoughts that many adhere to that create prejudices, stereotypical biases, and desire to keep people down who are seen as less than. As a human race, we must place a much greater value on life and find it in our hearts to respect those whose journey has been on roads less traveled.
As the individual who saw great things in his persona and thus recruited him to teach, I knew that he belonged in a sphere far beyond where he was. Because he was willing to transcend all the prejudices and oppressing situations that surrounded him, he is a far better person than I will ever be. I am glad that we became friends and that he felt comfortable enough to share his life story with me.
He had to rebuild his life from near to nothing. It took many years to rise up from his oppression. He began by opening a licensed family day care with his wife. From there, he and his wife became famous in their new community for the high quality of care they offered children and families. They always had a waiting list. The local CCR&R (Child Care Resource and Referral) invited him to teach a child care course. He was an awesome instructor. Every course he taught was always filled to the room’s capacity with providers who were eager to learn from someone who was successful at working with children and who was also one of their own (a child care provider). It took him several years to receive his Bachelor’s degree from an American university and he is currently working on his Master’s degree. My own assessment of him is that he is intelligent, kind, brave, generous, passionate about helping children, desires to lift people to a higher level and forthright in all of his dealings.
The inequity in this situation is that he should have been able to teach from the moment he sat foot upon American soil. His degree should have been recognized as being credible. Also, the local CCR&R took far longer than they should have before recruiting him to teach. Such situations make me feel frustrated, angry, and at times hopeless. I hate prejudices and oppressions as they keep those who have such potential down trodden.
What has to change? The traditional thoughts that many adhere to that create prejudices, stereotypical biases, and desire to keep people down who are seen as less than. As a human race, we must place a much greater value on life and find it in our hearts to respect those whose journey has been on roads less traveled.
As the individual who saw great things in his persona and thus recruited him to teach, I knew that he belonged in a sphere far beyond where he was. Because he was willing to transcend all the prejudices and oppressing situations that surrounded him, he is a far better person than I will ever be. I am glad that we became friends and that he felt comfortable enough to share his life story with me.
Friday, July 20, 2012
Practicing Awareness of Microaggressions
This past week I have been cognizant of the many conversations around me and especially my own words. In my discussion post, I mentioned the comment I made to my sister in our exercise class. I never saw myself as one who would participate in a microinsult. It made me realize how vulnerable we are to making inferences that may hurt others and ourselves without really realizing, and do so on a daily basis.
In remembering my high schools years, physically, I was very thin. Others including my friends would refer to me as “toothpick legs” and other not so endearing terms. They thought it was funny and thought I should think it was funny. However, I did not think it was funny and it made me feel marginable and inferior.
I have not reflected on the past, that far back, for a long time. However, in doing so, I now have a better understanding of how people can take such power on a daily basis and make others feel less than they really are.
My goal from this day forward is to do my best to bring out the best in children and their families, my family, friends, co-workers, and acquaintances. I may not be able to change others, but I can improve myself. I must begin by being acutely aware of what I am going to say before I say it. If everyone would begin with themselves then conquering oppression would be so much easier.
In remembering my high schools years, physically, I was very thin. Others including my friends would refer to me as “toothpick legs” and other not so endearing terms. They thought it was funny and thought I should think it was funny. However, I did not think it was funny and it made me feel marginable and inferior.
I have not reflected on the past, that far back, for a long time. However, in doing so, I now have a better understanding of how people can take such power on a daily basis and make others feel less than they really are.
My goal from this day forward is to do my best to bring out the best in children and their families, my family, friends, co-workers, and acquaintances. I may not be able to change others, but I can improve myself. I must begin by being acutely aware of what I am going to say before I say it. If everyone would begin with themselves then conquering oppression would be so much easier.
Saturday, July 14, 2012
Definitions of Culture & Diversity
Definitions of culture:
#1: A friend (60 year old male) responded that culture is related to the country of origin, how you are reared, your traditions and your heritage.
#2: A co-worker (40 year old female originally from Bosnia) responded that culture refers to music, customs, art, food and literature.
#3: A family member (65 year old male) responded that culture is all the aspects that make us who and what we are.
Definitions of diversity:
#1: Responded that diversity extends beyond cultures and involves all the differences within our country, different religions, differences in our workforce and other areas.
#2: Responded that diversity is being different in terms of culture, art, beliefs, social status, and age.
#3: Responded that diversity is the elements that make us unique.
Their answers included surface culture items such as traditions, music, customs, art, food, country of origin, etc. Even though some answers were not specific, I felt that they were striving to feel the deeper aspects of culture which entailed ideas that would reach below the “tip of the iceberg” and included how we are raised, and aspects that make us who we are. When talking about diversity, two spoke of “differences” and one seemed to make the term feel positive in using the term “unique”.
None of the explanations included political affiliation, stigmatized identities, nor were they specific when talking about ethnicity or religion, and vocations.
In pondering the explanations of my family and friends, I have recognized that they seem to be connected to surface culture, but are unaware of a deeper connection to their inner self. I realize that before this course, I might have had some of the same inklings, but now I feel a greater sense of myself and who I really am and what I really want from life. This deeper insight will hopefully help me to reach out to others so that they may also have a better understanding and acceptance of their own cultures and the wonderful diversity that surrounds us all.
#1: A friend (60 year old male) responded that culture is related to the country of origin, how you are reared, your traditions and your heritage.
#2: A co-worker (40 year old female originally from Bosnia) responded that culture refers to music, customs, art, food and literature.
#3: A family member (65 year old male) responded that culture is all the aspects that make us who and what we are.
Definitions of diversity:
#1: Responded that diversity extends beyond cultures and involves all the differences within our country, different religions, differences in our workforce and other areas.
#2: Responded that diversity is being different in terms of culture, art, beliefs, social status, and age.
#3: Responded that diversity is the elements that make us unique.
Their answers included surface culture items such as traditions, music, customs, art, food, country of origin, etc. Even though some answers were not specific, I felt that they were striving to feel the deeper aspects of culture which entailed ideas that would reach below the “tip of the iceberg” and included how we are raised, and aspects that make us who we are. When talking about diversity, two spoke of “differences” and one seemed to make the term feel positive in using the term “unique”.
None of the explanations included political affiliation, stigmatized identities, nor were they specific when talking about ethnicity or religion, and vocations.
In pondering the explanations of my family and friends, I have recognized that they seem to be connected to surface culture, but are unaware of a deeper connection to their inner self. I realize that before this course, I might have had some of the same inklings, but now I feel a greater sense of myself and who I really am and what I really want from life. This deeper insight will hopefully help me to reach out to others so that they may also have a better understanding and acceptance of their own cultures and the wonderful diversity that surrounds us all.
Saturday, July 7, 2012
My Family Culture
The scenario is this: There has been a major catastrophe and I must leave my home and country to live far away within a different culture and I can only take three small but important items that represent my family culture with me. Thinking about this is stressful. I cannot even imagine such an ordeal. However, I am well aware that there are many who have gone through such affliction and only have memories of their culture.
My initial thought is to take my family genealogy book as a continued link to the past that supports my roots and where I came from. Secondly, my journal which has written details of my life thus far and will allow me to write about my journey to this new land. Thirdly, I would take my scriptures which are comprised of stories that teach and explain ideas, values, and beliefs that have guided my family, extended family, and me through the years.
I hold these items dear as they represent parts of my innermost feelings, beliefs, and values. They are my connection to meaningful relationships. They contain stories from ancestors that have helped to motivate and guide me in my life journey.
Mixed feelings of fear, anger, and sadness would fill my soul if I was asked to give up two of the three representations of myself. I hope they would give me a little time to ponder and offer a sincere prayer asking for guidance in this decision.
This assignment has helped me to understand how connected I am to my culture and how I define myself. It has opened the door to a deeper appreciation for those and especially children who have had to give up much in the face of adversity. Most of all it has given me knowledge that culture resides within my being and cannot really be gaged by material possessions. They can take away my genealogy book, my journal, and my scriptures, but they cannnot take away my beliefs, values, or my memories as they are imbeded in my heart and soul.
Culture goes deeper than a person’s hair, eyes, or skin color. It comprises their deepest feelings and intimate beliefs and values. My extended realization is the fact that my culture is imbeded within me and taking away material cultural items cannot take away my what is in my heart and in my soul.
Mahatma Gandhi said it this way, “A nation’s culture resides in the hearts and in the soul of its people.
My initial thought is to take my family genealogy book as a continued link to the past that supports my roots and where I came from. Secondly, my journal which has written details of my life thus far and will allow me to write about my journey to this new land. Thirdly, I would take my scriptures which are comprised of stories that teach and explain ideas, values, and beliefs that have guided my family, extended family, and me through the years.
I hold these items dear as they represent parts of my innermost feelings, beliefs, and values. They are my connection to meaningful relationships. They contain stories from ancestors that have helped to motivate and guide me in my life journey.
Mixed feelings of fear, anger, and sadness would fill my soul if I was asked to give up two of the three representations of myself. I hope they would give me a little time to ponder and offer a sincere prayer asking for guidance in this decision.
This assignment has helped me to understand how connected I am to my culture and how I define myself. It has opened the door to a deeper appreciation for those and especially children who have had to give up much in the face of adversity. Most of all it has given me knowledge that culture resides within my being and cannot really be gaged by material possessions. They can take away my genealogy book, my journal, and my scriptures, but they cannnot take away my beliefs, values, or my memories as they are imbeded in my heart and soul.
Culture goes deeper than a person’s hair, eyes, or skin color. It comprises their deepest feelings and intimate beliefs and values. My extended realization is the fact that my culture is imbeded within me and taking away material cultural items cannot take away my what is in my heart and in my soul.
Mahatma Gandhi said it this way, “A nation’s culture resides in the hearts and in the soul of its people.
Thursday, June 21, 2012
When I Think of Research...
First of all, I would like to thank my colleagues for an enlightening eight weeks. I have enjoyed reading your blogs and discussion posts. From them, I have learned to ponder the novel elicited from profound questions, be uplifted by words of encouragement, and gain modern insight from fresh philosophies. Good luck to you all!
This course has taken me above my familiar world as a teacher to a next step of putting my values, beliefs, and philosophies to the test. It feels great to be on the path to formulating my viewpoints into something that can be proven or disproven.
My ideas about doing research have become a little more grounded. At this point, research does not seem so far distance nor unreachable.
The lessons learned are many. Where do I begin? I have learned that there are many decisions to make and that those decisions need to be well thought out and requisite to what we would like to see in the end result of our research. I have become clearer on terms that I have heard but never really understood within their context. I have learned that what I had envisioned for my project in the beginning is not what I now perceive, and I know that those ideas and designs may change as many times as need be to have a meaningful research path. I have learned to be even more flexible than I have ever been.
Beginning challenges were aligned with understanding quantitative, qualitative, mixed method, triangulation, and other important terms and the direction they claim for research. I loved the application part 1 papers, as they supported my understanding and helped me make changes to my simulation study so I could continue on a correct path.
My perceptions about being an early childhood professional have not really changed. I still believe that true professionals are committed to causes that they see as beneficial for children and families. However, I do realize that it takes even more dedication than I ever anticipated; grandiose studying from books, from scholarly articles, and continued listening and pondering from other early childhood professionals.
This course has taken me above my familiar world as a teacher to a next step of putting my values, beliefs, and philosophies to the test. It feels great to be on the path to formulating my viewpoints into something that can be proven or disproven.
My ideas about doing research have become a little more grounded. At this point, research does not seem so far distance nor unreachable.
The lessons learned are many. Where do I begin? I have learned that there are many decisions to make and that those decisions need to be well thought out and requisite to what we would like to see in the end result of our research. I have become clearer on terms that I have heard but never really understood within their context. I have learned that what I had envisioned for my project in the beginning is not what I now perceive, and I know that those ideas and designs may change as many times as need be to have a meaningful research path. I have learned to be even more flexible than I have ever been.
Beginning challenges were aligned with understanding quantitative, qualitative, mixed method, triangulation, and other important terms and the direction they claim for research. I loved the application part 1 papers, as they supported my understanding and helped me make changes to my simulation study so I could continue on a correct path.
My perceptions about being an early childhood professional have not really changed. I still believe that true professionals are committed to causes that they see as beneficial for children and families. However, I do realize that it takes even more dedication than I ever anticipated; grandiose studying from books, from scholarly articles, and continued listening and pondering from other early childhood professionals.
Saturday, June 2, 2012
European Early Childhood Education Reserach Journal
I visited the EECERA (European Early Childhood Education Research Association) site. I was able to easily navigate and find many and varied research topics. Back research articles could be viewed via “Full Text” or “PDF Download”.
A few of the topics I reviewed are listed below:
Balancing between Heritage and Host Languages in Bilingual Kindergarten: Viewpoints of Russian Speaking immigrant parents in Germany and Israel.
Play, Drawing, and Writing: A Case Study of Korean – Canadian children
Chinese and German Teacher’s Conceptions of Play and Learning and Children’s Play Behavior
Playing and Learning in Another Language: Language Revitalisation Programme
Sharing Attention and Activities among Toddlers
All were very interesting. However, I found one article in their 2011 journal that made reference to children participation in research. The article was titled Children’s Perspectives and Participation in Research by Deborah Harcourt and Johanna Einarsdottir. Since this issue deals with a particular area of research I took additional time to fully engage in what it had to say. The article takes into account settings of children in Sweden, Iceland, Italy, Northern Ireland, United Kingdom, and Australia and the outcomes of involving and listening to children during research. The conclusions showed that social context and primary caregivers and adults are key factors in the lives of children. Also of importance to the research arena is the fact that children are competent to be part of research projects and that their opinions and understandings are vital to really knowing them as dynamic individuals.
The site outlined some dos and don’ts for getting published, how to get your research read along with other helpful research points. Also listed were current and past conferences, how to become a member, the history, their “Aims”, and a current link to their partnership with, The Korea Institute of Child Care and Education.
ReferencesEuropean Early Childhood Education Research Association (EECERA): This international early childhood organization publishes a well respected journal. All back issues are accessible from this site and are fully searchable without charge.http://www.eecera.org/journal/
Harcourt, D. & Einarsdottir, J. (2011). Special Issue: Children's perspectives and participation in reserach. European Early Childhood Education Reserach Journal, 19(3), 301-307. Retrieved from EECERA website, http://www.eecera.org/journal/
Subscribe to:
Posts (Atom)