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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!)
It sounds to me like regardless of your intentions, some things have not gone according to plan and it may be time to retool. Re configuring lessons based on outcomes is a practice of good teaching, regardless of how we personally feel about specific lessons we believe are good or that they may teach. In this case, your journals are not the problem (just because a child reveals some problematic information does not mean the journals are not worthwhile), but your approach to multiculturalism is a problem. First, for Gail, you need to follow the appropriate protocol for reporting such a situation. As for embarrassing Warren, take his feelings to heart and rethink how you are approaching this concept. Do you only want students to learn about African American culture or the cultures of many different people groups? Based on your post, I am not sure what content you teach, but I might suggest introducing different cultures in each unit (maybe even give students a schedule so they can anticipate what they will learn next). Make sure your involvement of various cultures stays within the framework of the curriculum and the standards you are charged with teaching. And try not to make it an "us versus them" them, but how many people from many places have contributed to the body of knowledge in your content area.