PROFESSIONAL HOPES AND GOALS

In working with children and families who come from diverse backgrounds, I hope to be able to communicate more effectively—taking into account the deeper insights that I now have regarding cultural diversity, equitable practice, and social justice.  One goal that I would like to set for the early childhood field related to issues of diversity, equity, and social justice is to advocate programming and curriculum that effectively accommodate cultural differences, and to educate teachers on anti-bias practices in all learning environments.

Eight weeks of study about diversity, equity and social justice has stretched me in ways I never imagined could take place in the life of a middle-aged woman.  Pre-eight weeks I had believed that most of the tools and ideas that an adult utilized in their day to day life were derived from their childhood and teenage experiences.  My views were drastically changed as I saw the various levels of my core beliefs tested, shifted, and altered in a way that has strengthened me immensely by adding some of the most important tools that I will ever need to utilize in my life as an adult.  I am grateful to all of my colleagues who have helped me to become a more cognizant individual in regards to recognizing the importance of equitable practice and social justice for all.

WELCOMING FAMILIES FROM AROUND THE WORLD

In my continuing studies about diversity, I have been introduced to interesting aspects of other countries.  I am somewhat embarrassed to say that, up to this point in my life; I have been terribly inept geographically speaking.  Statistics tells us that about 195 different countries exist in the world today.  Although it was apparent to me that other countries existed, I had never taken the time to look outside of my own country to see what was on the other side of the United States.  Even the news portrayed on television and radio never caught my attention enough to influence my interests towards finding out more about other countries.  However, throughout the last several weeks of research on multi-cultural diversity my curiosity about many countries has been greatly stirred. One country in particular has intrigued me most—Mexico.  November 7, 1945 is the date of admission on which Mexico joined as a member of the United Nations General Assembly.  Mexico is the fifth largest country in America and among the top twenty largest independent nations in the world, and just so happens to be at the back door of the United States of America where I reside.  Again, it is embarrassing to me that I have not studied more about this country until now.  It’s almost like having a next of kin that lives right next door with whom I never desired to communicate.   

Imagine with me:  

You are working in an early childhood setting of your choice—a hospital, a child care center, a social service agency. You receive word that the child of a family who has recently emigrated from Mexico [or a country you know nothing about] will join your group soon. You want to prepare yourself to welcome the child and her family.  What would you do?

Here’s my answer:

First of all, I am blessed to be enrolled in a course about diversity and have learned that in order to support families who have immigrated I need to know more than surface facts about their country of origin.  I would begin my preparation by covering the following five areas:

1.     I would research the dominant language of Mexico.  Out of over 63 indigenous languages recognized by the government of Mexico, Spanish is the official language spoken by the vast majority of Mexicans.  Understanding the language will help to minimize communication barriers. 

2.     I would research the family culture.  Knowledge of surface culture alone can prove to be damaging to the potential relationship.  Understanding as much deep culture as possible will aid in the purposeful designing of an environment that is inclusive for the new family.

3.     I would design an inclusive philosophy statement and admittance forms.  Sentences that specifically name and support multiracial and mixed heritage families are crucial to the equitable practice of inclusion for all families.

4.     I would construct a welcome package that is culturally diverse. Positive images, materials, and children’s literature that depict multiracial and multiethnic families would be included in the welcome package.  Creating an inviting atmosphere through not only the environment, but also the materials that are being utilized and distributed makes inclusion more visible to transitioning families.

5.     I would use appropriate terminology in referencing families.  Families have their own preferences regarding how they prefer to be referenced racially.  Taking the time to speak with each family and asking their preference will ensure the use of appropriate terms for their child’s ethnic identity.

It is my hope that these preparations will benefit both me and the family by fostering respectful relationships, and positive purposeful partnering between the home and school environments.  My endeavor as an early childhood professional is to ensure a smooth and successful transition from their place of origin to their new place of residency.

Reference

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

THE PERSONAL SIDE OF BIAS, PREJUDICE & OPPRESSION

For the past several weeks I have learned, observed, and shared examples of microaggressions and their effects on human development.  I’ve continued my studies of understanding personal biases and institutional prejudices, how they are learned, and how they influence inequities and oppressions within societies.  During my studies I was reminded of the true-story-inspired movie, Radio (2003), starring Cuba Gooding, Jr. and Ed Harris. The movie depicted Robert ‘Radio’ Kennedy [Cuba] as a man with a disability who tried desperately to be a part of the team.  His impedance was viewed by the high school football team players as an invitation for ridicule, cruel mistreatment, and the unprecedented label of incapable; yet the head football coach, Harold Jones [Harris], saw Radio as a human being who was deserving of respect and a fair chance.  The movie portrayed constant incidents of bias, prejudice and oppression toward Radio because of his cognitive/emotional delay—he was treated inequitably by being called a retard and treated as though he could not comprehend. 

Ableism is an attitude, action, or practice of anyone that undermines human and legal rights of people defined as having a disability (Derman-Sparks & Edwards, 2010). In the movie, the inequitable acts of classism and discrimination toward Radio were covert; unlike the overt microaggressions that an African American woman experiences from a friend who inadvertently questions her acceptance into a certain college by assuming her admittance was due to her race rather than her ability (Laureate Education, Inc., 2011a).  Whether intentionally or unintentionally, biases are incredibly damaging to the social, emotional, and psychological development of human beings (Derman-Sparks & Edwards, 2010), unless of course a person has indomitable roots of purpose implanted by their family culture (Laureate Education, Inc., 2011b) that enables them to stand with the strength of a cottonwood tree in the face of ridicule. 

Whenever I think about the injustices and internalized oppression inflicted on persons with disabilities, through isms portrayed by dominant groups, it stirs mixed emotions in me.  I usually feel an initial anger from the inequity performed, then sadness about how dismal the task seems in rectifying this overwhelmingly prevalent problem. In order for incidents like those portrayed in the movie to be turned into opportunities for greater equity, it will take a change of heart and mind in the way dominant groups view people who are different from the dominant culture.

Reference

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

Laureate Education, Inc.  (Producer). (2011a). EDUC 6164: Perspectives on Diversity and Equity [DVD].  In Her Own Voice: Nadiyah Taylor. Baltimore, MD: Author.

Laureate Education, Inc.  (Producer). (2011b). EDUC 6164: Perspectives on Diversity and Equity [DVD].  In His Own Voice: Eugene Garcia. Baltimore, MD: Author.