Raising Multiracial Children by Farzana Nayani
Author:Farzana Nayani [Nayani, Farzana]
Language: eng
Format: epub
ISBN: 9781623174507
Publisher: North Atlantic Books
Published: 2020-03-05T00:00:00+00:00
Dr. Halagao’s teachings, my additional coursework on ethnic studies, and this Smithsonian project combined to be an instrumental thrust that pushed me to reevaluate my approach to education, including what I was originally taught as an educator in my formative years. Although I am a credentialed teacher, during my entire teacher education program, there was not one course that adequately talked about the needs of multicultural classrooms or looked at race, identity, and culture as a part of the pedagogy in a way that we could take and practically implement into the classroom. How could this be the case?
As I talk and work with more and more teachers and schools in my consulting work, I can see there is a gap around awareness, skills, and methods to really bring the conversation about race and identity into the classroom in an effective way. It would be inaccurate to put the blame squarely on individuals, as if the lack of preparation or understanding is entirely their fault. Teacher education programs also have to include noteworthy efforts toward advancing the conversation about race, inclusion, and identity. The training, dialogue, and practice are essential so teachers can feel equipped to address this appropriately in the classroom. We don’t always have that in the circles of professional development that educators are exposed to, but it is indeed crucial. Not only is it a sensitive subject—and one that is perceived to be a minefield from the viewpoint of many—but there is pressure to do an adequate job in order to build the most effective outcomes for students. The risks are high. Lessons and units have to be in alignment with official curriculum standards, there must be support from administration to be able to broach this topic, and also—how will parents react? This is a lot to manage. However, the biggest possible risk we must acknowledge is leaving our children unprepared or their potential unrealized. This should motivate us to take action.
I recall teaching a very successful institution-wide professional development program on inclusion, equity, and diversity at a local elementary school. We tied the program into the citizenship principles already in place at the school about respect and belonging. I conducted student assemblies on these topics with children of all ages, discussing microaggressions that children may not realize they are partaking in. This was all shared in child-friendly language appropriate for their age levels. We discussed how to be advocates for inclusion and “interrupters” of bias and othering, rather than be complicit with peer pressure and exclusion. Children approached me that day, and even weeks later, to express how our session together helped show how we can attend to differences in a positive way, and helped foster an environment of inclusion and respect.
Despite these successes, when children went home and shared what they learned that day, some parents misinterpreted the intention of the program as “bringing too much attention to differences,” and they then called the principal to share concerns—some even complained. Fortunately, the principal and the
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General | Discrimination & Racism |
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