Quote: I may be able to fill the hole in my soul, but only society can tear down walls - Michael Schwartz
Microaggression consists in different forms and can be harmful and hurtful to those being attacked or marginalized with in a specific group.
I read about a lawyer Michael Schwartz whom was born deaf and one of his biggest challenges was overcoming people calling him deaf and dumb. After years of being stereotyped and disappointments Michael was able to overcome and pursue a career as lawyer. Today he is very successful and a role model for others with disabilities.
I just recently accepted a position as a Peep Special Education teacher. The program consists of four year olds that have been identified for specific services due to different disabilities. I also have a class of three year olds with various disabilities. All the children have different disabilities varying from Autism, sensory and auditory issues, to behavior problems.
As I began my new position many friends and colleagues stereotyped these children as non-learners, I was asked if they could talk and walk. People automatically make assumptions of a child in a wheelchair or one using a walker, blindness, and speech or operational therapist needs. And yes many of my little friends do require these services, but they are still little ones willing and wanting to be accepted by peers. In our society we perceive disability through our cultural assumptions.
My little class may be challenging but they are very capable of learning and really enjoy the process. They take pride in their learning skills and I as their teacher embrace every learning moment. The excitement of accomplishment is indescribable. When they are successful in a task they will say, “Look I did it, I did it. You know then all your efforts and patience has been worthwhile!
The general public does not understand the struggles our disabled friends are challenged with. For my readers that do not understand “microaggressions” I will elaborate on this term. People’s remarks or behaviors that can create feelings of uncertainty, inferiority, marginalization, and/or unsettling emotions in others even though no offense is intended—at least not on a conscious level. This occurs every day in all our lives. Microaggressions also include attitudes towards racism, classism, ableism, and religion-ism.
Reference
Schwartz, M. A. (2010). Disability angst. The search for belonging—filling the hole in my soul. The search for belonging—filling the hole in my soul. International Journal of Leadership in Public Services, Suppl. 6(21–23).
Saturday, January 28, 2012
Saturday, January 21, 2012
Colleague’s definitions of Culture and Diversity
In this week’s readings Derman-Sparks and Edwards refers to culture as to how particular groups of people live. The way we eat, sleep, talk, play, care for our sick, relate to one another and our work, organize our homes, etc. Everything we do in a particular group refers to one’s culture.
I found this information interesting and related it to how my colleague’s responses as follows:
Assistant Principal: Gender: male Ethnicity: Anglo-Saxton (Caucasian)
Diversity definition: One’s beliefs and certain values
Culture Definition: The whole process as what they see as important. Distinguishing themselves from others and not just skin color.
This conversation continued I and learned that he was born in Cuba to a missionary family, so to him he had always been with people of many different colors of skin and socioeconomics. He continued to discuss how our school is mostly of the white race. We discussed my new position and how in the Special Education Dept. the families were very dedicated to what’s best for their child. We have some Hispanic children and since he is bilingual he addresses parents’ concerns. He said they respect his suggestions and consider him the expert for the child’s educational needs.
Unfortunately, in an American culture for example often the parent does not respect the educator’s opinions or suggestions. They seem to know what’s best, and we can’t tell them they are wrong.
Resource Intervention Teacher: Gender: Female Ethnicity: African-American
Diversity definition: Colors that blend not just skin colors. But all colors together. In relation to the classroom: mixing it up for their needs, something outside the four walls. She also said we all hear a different beat to a drum.
Culture definition: Things that you do. Like traditions for example going to church on Sunday and Sunday dinner with collards and black eye peas. Music, the way you dress, your rituals and holiday traditions.
Special Education Teacher: Gender: Female Ethnicity: Indian
Diversity definition: Different races, socioeconomics, and abilities.
Culture: Different family beliefs and values
Mrs. Anew came to America as an adult to study and live. She said that a culture shock for her is how children here have very little respect for their teachers. In India where she grew up the students were expected to hold a very high opinion and respect for the teacher. She said they would never talk back or talk when a teacher was talking and here in America the students are very disrespectful to teachers.
Each colleague had their own story to tell in relation to culture and diversity. The assistant principal had his cultural identities being raised in another country as a child, while the resource teacher had her family traditions being a part of her identity and family traditions. Mrs. Anew still wears her cultural dress and shared the differences in her cultures beliefs about children versus the children we teach in our classroom daily.
After talking with my colleagues I realized we all have our own family culture and daily lives, but at the same time we all accept one another for who we are and respect each other’s diversity.
Resource
Derman-Sparks, L., & Edwards, J.O. (2011). Anti-Bias Education for Young Children and Ourselves. Washington, DC: National Association for the Education of Young Children.
I found this information interesting and related it to how my colleague’s responses as follows:
Assistant Principal: Gender: male Ethnicity: Anglo-Saxton (Caucasian)
Diversity definition: One’s beliefs and certain values
Culture Definition: The whole process as what they see as important. Distinguishing themselves from others and not just skin color.
This conversation continued I and learned that he was born in Cuba to a missionary family, so to him he had always been with people of many different colors of skin and socioeconomics. He continued to discuss how our school is mostly of the white race. We discussed my new position and how in the Special Education Dept. the families were very dedicated to what’s best for their child. We have some Hispanic children and since he is bilingual he addresses parents’ concerns. He said they respect his suggestions and consider him the expert for the child’s educational needs.
Unfortunately, in an American culture for example often the parent does not respect the educator’s opinions or suggestions. They seem to know what’s best, and we can’t tell them they are wrong.
Resource Intervention Teacher: Gender: Female Ethnicity: African-American
Diversity definition: Colors that blend not just skin colors. But all colors together. In relation to the classroom: mixing it up for their needs, something outside the four walls. She also said we all hear a different beat to a drum.
Culture definition: Things that you do. Like traditions for example going to church on Sunday and Sunday dinner with collards and black eye peas. Music, the way you dress, your rituals and holiday traditions.
Special Education Teacher: Gender: Female Ethnicity: Indian
Diversity definition: Different races, socioeconomics, and abilities.
Culture: Different family beliefs and values
Mrs. Anew came to America as an adult to study and live. She said that a culture shock for her is how children here have very little respect for their teachers. In India where she grew up the students were expected to hold a very high opinion and respect for the teacher. She said they would never talk back or talk when a teacher was talking and here in America the students are very disrespectful to teachers.
Each colleague had their own story to tell in relation to culture and diversity. The assistant principal had his cultural identities being raised in another country as a child, while the resource teacher had her family traditions being a part of her identity and family traditions. Mrs. Anew still wears her cultural dress and shared the differences in her cultures beliefs about children versus the children we teach in our classroom daily.
After talking with my colleagues I realized we all have our own family culture and daily lives, but at the same time we all accept one another for who we are and respect each other’s diversity.
Resource
Derman-Sparks, L., & Edwards, J.O. (2011). Anti-Bias Education for Young Children and Ourselves. Washington, DC: National Association for the Education of Young Children.
Sunday, January 8, 2012
Blog Assignment: My Family Culture
For this week’s assignment we are to imagine:
A major catastrophe has almost completely devastated the infrastructure of my country and the emergency government has decided that the surviving citizens will be best served if they are evacuated to other countries willing to take refugees. My immediate family and I are among the survivors of this catastrophic event. I am told we have absolutely no input into the final destination or in any other evacuation details. I’m also told that our host country’s culture is completely different from our own, and that we might have to stay there permanently. I’m further told that, in addition to one change of clothes, I can only take 3 small items with me. I decide to take three items that I hold dear to my heart and that represents my family culture. I decide to take my Bible, family photo albums, and hope chest. I would choose my Bible first and foremost, because it is my rock and guidance to surviving anything. I would take as many of my family photo albums I could as a memorandum of my family and the life we shared prior to the catastrophe. Next, I would take my hope chest. In this chest I have many family heirlooms and things that were given to my husband and I throughout the many years of marriage.
Upon arrival, I was told that I could only keep one personal item and have to give up the other two items I brought with me, so I now have to ask myself what am I willing to give up? If it were possible I would take some of the heirlooms out of the chest and put in the most important photos, in addition to my Bible. And if this is out of the question, I would take a few photos out of the albums and put them in my Bible. Many would say why your Bible? My response would be: I write many things in my Bible. It would be like a dairy to my girls of their mama’s values, beliefs and strength to carry on. Just like it says in Phillipians 4:13: I can do all things through Christ who strengthens me. Believing in this scripture would be our strength as a family to carry own regardless of our circumstances. Still having my family would be priceless. Material things are nice, but not necessary for survival.
This exercise really made me think about what’s important and what’s not. I pray for the families that did go through such catastrophic events. Many of them did not even have the choice of choosing what was important to their family’s cultural ties. Truly sad!
A major catastrophe has almost completely devastated the infrastructure of my country and the emergency government has decided that the surviving citizens will be best served if they are evacuated to other countries willing to take refugees. My immediate family and I are among the survivors of this catastrophic event. I am told we have absolutely no input into the final destination or in any other evacuation details. I’m also told that our host country’s culture is completely different from our own, and that we might have to stay there permanently. I’m further told that, in addition to one change of clothes, I can only take 3 small items with me. I decide to take three items that I hold dear to my heart and that represents my family culture. I decide to take my Bible, family photo albums, and hope chest. I would choose my Bible first and foremost, because it is my rock and guidance to surviving anything. I would take as many of my family photo albums I could as a memorandum of my family and the life we shared prior to the catastrophe. Next, I would take my hope chest. In this chest I have many family heirlooms and things that were given to my husband and I throughout the many years of marriage.
Upon arrival, I was told that I could only keep one personal item and have to give up the other two items I brought with me, so I now have to ask myself what am I willing to give up? If it were possible I would take some of the heirlooms out of the chest and put in the most important photos, in addition to my Bible. And if this is out of the question, I would take a few photos out of the albums and put them in my Bible. Many would say why your Bible? My response would be: I write many things in my Bible. It would be like a dairy to my girls of their mama’s values, beliefs and strength to carry on. Just like it says in Phillipians 4:13: I can do all things through Christ who strengthens me. Believing in this scripture would be our strength as a family to carry own regardless of our circumstances. Still having my family would be priceless. Material things are nice, but not necessary for survival.
This exercise really made me think about what’s important and what’s not. I pray for the families that did go through such catastrophic events. Many of them did not even have the choice of choosing what was important to their family’s cultural ties. Truly sad!
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