Home | How It Works | Stats Login | Register         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!) First and foremost you need to be in touch with you school's counselor and or principle to tell them about Gail noting that she is thinking of suicide. Also, stay on this about this and make sure to follow up on this constantly. A life is at stake and this is the top priority. Next, I think the journals are effective, they are obviously making students talk about things they might not have told otherwise. I wouldn't worry too much about the controversial content of what is being said in them because this is healthy for students of this age. This is a great opportunity for you as a teacher to be an advocate to these students. I would personally speak with Warren to see if there are particular methods or content that is being used that is embarrassing him and be sure he knows that we can have an honest conversation. I'd make sure he feels safe within our conversation and setting. Additionally, I'd be sure that I'm equally involved in a conversation with Gail--- independently later, and along with the conversations being had with her and the counselor/administration. Lastly, I can't help but to think of the persona doll from Spring's text and the filmstrips from Igoa's text as other ways to incorporate multicultural activities in the classroom. I think these formats might appease your principle, provide more balance of positive and negative differences, and allow you to keep multicultural aspects in your lessons.