|
Case: De-emphasize Differences.
I was recently assigned to the middle school in the Warren School District. The district serves a community that had once been an all-white middle-class enclave, but has recently become more diverse in its ethnic makeup. I am very interested in multicultural education. I instituted the use of dialog journals in my adviser group, telling the students that they can write anything they want. Some journal entries cause me concern. Warren Jackson, an African American, complains that my emphasis on African American culture embarrasses him. Gail Smith, a white girl, writes that her parents object strongly to her affection for Warren Jackson and that she is considering suicide. My problems come to a head in my first meeting with the principal. The principal suggests that I decrease his use of small groups, that I abandon my dialogue journals, and that I de-emphasize the multicultural aspects of my classes. He suggests that I emphasize similarities, not differences. I don't know what to do. I do think that my methods have some value but I cannot go against my principal.
Solution: (Rates are posted for this solution!)
Well, it has always been easier to see differences than similarities. I agree with you when you say that you can't go against your principal but I think that it is important to point out what makes kids similar. Like I said, differences will always be more visible so acknowledging them will always be present.
I would address the journals that you have already read and tell the class that while they wrote about differences, the only way to overcome the differences is to embrace what all kids have in common (regardless of race and culture).But before I did anything, I would immediately refer the female student to a counselor and follow the protocol that is set up within your district!
All in all, I would focus more on similarities but differences don't need to be the main focus of the journals. |
|