Miss Profe in da ‘Hood?
Several weeks ago, one of my students and I were walking and talking. It was about 2:45pm, the end of the day, and the student was waiting for his father to arrive to pick him up. We talk about many things; he and I have forged a comfortable student-teacher…um…connection. Anyway, the following conversation took place:
Student: Where do you live, Miss Profe?
Me: I live right up the street, about two miles from the school.
Student: Really? I thought you lived in the ‘hood, Miss Profe.
Me: No, I am a suburban girl. Have been all of my life.
I have reflected on the aforementioned from time to time, and what resonates the strongest - then and now - is the fact that as a ToC, the student had certain pre-conceived notions about me. Now, there is nothing wrong with being from the ‘hood. That being said, just because one has dark skin doesn’t equate anything. However, in the mind of my young student, the color of my skin equated my place of residence. Which is strange, because the overwhelming majority of students of color at BWYA Independent School, the very students of color with whom my young student eats lunch, attends classes, and participates in extra-curricular activities, do not emenate from the ‘hood; like me, they are suburban kids.
Which goes to say, that Integration only puts us in the same locations. It doesn’t lead us, by and large, to better understanding of the Other. It also suggests that anyone who believes that multicultural, anti-racist teaching K-12 is neither important nor uber-necessary should think again.
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That was very quotable!
But what would lead us to a better understanding of the Other? If you were to design the curriculum for a Multicultural Ed class for a teacher training program, what would you include? What would the three most important attitudes or ideas or insights that students should walk away with be? What would the reading list look like? What experiences should be part of it? What does it take to actually see others’ points of view when these is very different from our own? And how can such a course effectively induce changed minds without triggering intense resistance and resentment from the candidates?
Not that I think there are quick answers to these questions - but I’d be very interested in hearing what you think.
H. - January 4, 2008 at 10:45 pm
Hi, H.
Thank you for visiting, and for leaving a comment.
I would create a course based upon Beverly Tatum’s “The Psychology of Racism” course, the objective of which is, “to provide students with an understanding of the psychological causes and emotional reality of racismas it appears in everyday life,” the course incorporated the use of lectures, readings, simulation exercises, group research projects, and extensive class discussion to help students explore the psychological impact of racism on both the oppressorand the oppressed.” (from Beverly Tatum’s paper, “Talking About Race, Learning About Racism: The Application of Racial Identity Development in the Classroom.”
The three most important questions would be: 1. What is racism?; 2. How does it impact the way I think?; and 3. How can I become an anti-racist advocate? The readings would include books and essays re: racial identity development, the social construction of racism, and strategies for being an effective advocate/ally. In her book, “Why Are All The Black Kids Sitting Together in the Cafeteria?” Tatum offers a really good reading list in the Appendix. Regarding resistance and resentment, these would be aspects that would be examined and deconstructed during the first phase of the course.
Whew! That was hard. Additionally, thank you, H, for forcing me to think this through to a greater extent.
missprofe - January 5, 2008 at 2:09 am
That moved Tatum further up on my reading list. Thanks!
H. - January 5, 2008 at 3:08 pm