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  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, I don't think you should start a war with your principal. However I would suggest you sit down and rethink your approaches to multicultural education. In more detail, it is very important that you are very reflective and clear about what you want your students to learn and be able to do as well as the best instructional tools that can help you achieve your objectives. For example, I have learned that the application of small group/cooperative learning must serve a purpose and be well manage in order to provide students with a meaningful learning experience. With that said, telling students to write whatever they want is not a good idea--they should write with a specific objective in mind pertaining to an issue or concept you are teaching regarding multicultural education.

Next, in regard to the feelings express by your student of color, it seems that you may be placing too much emphasis on his culture (cultural differences) versus teaching him to recognize and honor his own cultural beliefs and practices while learning the skills and knowledge to access the dominant culture (Ladson-Billings, 2006). As for your Ms. Smith, she needs a cultural intervention where she can learn about her cultural heritage, particularly its cultural frame of reference toward dominated cultures.

Furthermore, the teaching of differences should be balanced with the teaching of what cultures have in common that can be highlighted and celebrated and used to solve inequities.

Reference:

Ladson-Billings, G. (2006). "Yes, but how do we do it: Practicing culturally relevant pedagogy. In J.

Landsman & C. W. Lewis (Eds.), White teachers and diverse classrooms (pp. 29-42). Sterling, VA:

Stylus Publishing.
 
     
     
  Rating
The suggested solution is respectful of the individual (student) Yes
The suggested solution is relevant to the case Yes
The suggested solution is reasonable (easy) for the teacher to implement Yes
The suggested solution is likely to solve the problem/issue Yes
The suggested solution is original Yes
Comments: Great solution!I agree.
Rated On: October 17, 2014 6:01 pm
Rated By: TuBuJy
 
     
     
  Rating
The suggested solution is respectful of the individual (student) Yes
The suggested solution is relevant to the case Yes
The suggested solution is reasonable (easy) for the teacher to implement Yes
The suggested solution is likely to solve the problem/issue Yes
The suggested solution is original Yes
Comments: This is a fantastic solution.
Rated On: October 15, 2016 1:46 am
Rated By: etyWys