HOPE:

My new hope when working with children and their families on a cultural and diverse level, will be to not only attempt to incorporate solely my ideas and passion for cultural celebrations, but that I will also incorporate active listening to truly hear the needs, concerns, and desires of the children and families that I serve, so that I can create a safe zone for them to grow and thrive!


Goal:

One of my new goals is to start researching various cultural groups that are within the US and outside the US to find out what their needs and desires are in relation to their educational development. I want to then transition to speaking with children and their families about their overall expectations within the classroom as it relates to culture. I will then take that goal and implement it into designing my own program, rather than aiming for working at another particular facility.


To my Wonderful Colleagues:

You all have been extremely insightful and informative! I believe that this class demanded that we push harder and exercise our minds to think completely outside the box, and I believe that I can truly say that my mind has shape-shifted to think in a plethora of scenarios! Good Luck in all that you do, and let work to get to create a cultural blanket of comfort for each and every interaction we come into contact with on a daily basis!

Welcoming Families From Around the World

In this week's scenario, I have chosen that I am working within a childcare center that is seeking a quality education for their child within an environment that will respect their home culture, yet teach them about the cultural climate within the United States. Keeping in mind that culture pertains to the beliefs, artifacts values, languages, religions, music, and food of different people--it is important to incorporate a respect for the many layers of culture (Smidt, 2006). 

Family's Country of Origin: Sri Lanka  

To properly Prepare myself to be culturally responsive for the family I can:

• In lieu of the fact that children construct their identities from the different cultural experiences that they encounter within their lives, it is important to make sure that they [the children] are seeing themselves within that cultural climate within the classroom (Smidt, 2006). I would first perform some basic research to find out as much information I could about the families country. 
• I would next perform an intake interview, in order to learn as much as I could about the family and as much as I could about their cultural heritage (Derman-Sparks & Edwards, 2010).  Gaining an initial understanding will help the families to establish an initial line of communication.    
• I would then begin to construct a curriculum that had  activities and cultural to both educate and learn about the country where they are from, 
• Because language is extremely powerful and is needed to push forward through all communication lines, It thinks that learning about the child and their family's language will not only show inclusion but will also help the child to feel continued pride within his/her own heritage
• I would create an evaluation each month to find out if the needs are being met for the children and their families, that way any accommodations can be made if the families feel that something is needed to best incorporate their cultures and learning styles within the learning experience (Miranda, 2010).

I hope that these implementations will not only make a smooth transition for the family within the United States, but I also hope that it will show the child and their family that we welcome their culture within the classroom first and our culture second, so that they do not feel as if we forced our cultural ways upon their life!

References:

The Developing Child in the 21st Century: A Global Perspective on Child Development

Chapter 6, "The Child in Culture" (pp. 84--100)

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

Miranda, E. (2010). Going global in Arlington, Virginia. Journal of Education for Sustainable Development 4(2), 219-226.

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   

The Personal Side of Bias, Prejudice, and Oppression

This week in the course, our topic for consideration was more personal, as it related to bias, prejudice, and oppression. The earliest real memory that I can recall of prejudice or oppression, was in Middle School. My sister, who was younger than me in Elementary School, had a friend who was white, and the girl's brother was a known racist. One day I remember walking across the lawn from the Middle School to the playground that was on the Elementary School grounds (as I did every day to wait for my mother to pick my sister and me up from school), and the girl's brother drove past on his way to pick up his sister from school. He yelled out the window and called me a "nigger", and I remember feeling slightly afraid because I didn't know what he would do next. It surprised me more, to find out that the person in the truck was the brother to my sister's best friend. I couldn't understand how her brother was such a racist, yet my sister and she were best friends.

In a non-fictional book sense, I used to read a lot of books and watch a lot of shows that were really informative and insightful when I was a young lady. I remember the first time ever watching a documentary about  Emmett Till, and what actually happened to him as a young child. I could not, and still do not understand how a group of people could batter, and brutalize a mere child for a false accusation. The way that those grown white men dismembered his face, battered, bruised and threw him into the water, was an image that I never forgot to this day. The most disturbing part of the Emmett Till case that I read, and saw within that documentary, was the image of the Smiling white men and they're smiling wives, who came out of the courtroom after their case has been dismissed. It was as if they knew nothing would happen to them for committing such an atrocity, and they were sending a private message to other White Supremacists, that there were no repercussions for their actions. And that image haunts me to this day because the hunting and killing of Black men young and old-still go on in our current society. 

In this particular case, I believe that there is not a person or group that could step into this situation and make it better or correct.  Just as it was said in the media for this week by Dr. Benavides, when taking into consideration other groups, you have to also take in consideration yourself and your role within identity (Laureate Education, 2011). I say that to mean that group of people would also have to take a good look at themselves and ask themselves what they are really doing and why. If they continue as White Supremacists to feel empowered by making these decisions, then they may not change. But if they take a look inside and find out that they are doing the wrong thing--that is the point at which things will begin to make a change!

Resources:
Laureate Education (Producer). (2011). In her own voice: Julie Benavides [Video file]. Retrieved from https://class.waldenu.edu

Practicing Awareness of Microaggression

This week's material and readings opened my eyes on the topic of microaggression. According to the video that was shown, Dr. Sue made it a point to define a microaggression as being an insult, comment, insinuation that was usually stereotypical or racial in nature towards another individual or group of people made unconsciously (Laureate Education, 2011). I found this definition to be slightly contradictory because I did not believe that a person could unconsciously make a stereotypical or racist remark towards another group of people. However, as I really thought about what the term meant, I realize that throughout my life I had been a victim many times and maybe even a perpetrator of microaggression. One incident I can remember (among many), is being in elementary school, and a group of white kids telling me that I could not interact with their group. I went to a school that was predominantly white with only a few blacks within the classroom, and because I talked a little bit more “proper” (as stated to me by the black kids within my class), kids at that time believed that I was not black enough to be within their group, and white kids acted as if I could not hang out their group. I believe that in this context the microaggression that was used was a microassault. According to Dr. Sue was a microassault and was one that is meant to hurt a person (Laureate Education, 2011). Those kids at that Elementary school did not mean to cause great harm, but they did mean to insult me at the time of the verbal injury.

This week’s information caused me to be keener about my observation of different stereotypes. According to one of the readings, you could be a person who was constantly looking for the equal opportunities for people, and yet still have many different “hidden” biases lurking around inside yourself that you never thought you had (Teaching Tolerance, 2011). This could be something as large as an attitude or belief, or as small as a facial expression when it comes to harnessing hidden stereotypes (Teaching Tolerance, 2011). I never thought that this would be something to pay more attention to when discussing the topic of unconscious stereotyping, but it is something relative within each one of us within this society. When we can stop looking only for the large OVERT signs of prejudice and stereotyping, I think that we will see the picture more clearly.

Sources:

Laureate Education (Producer). (2011). Microaggressions in everyday life [Video file]. Retrieved from https://class.waldenu.edu

Teaching Tolerance. (n.d.). Test yourself for hidden bias. Retrieved May 25, 2011, from

             http://www.tolerance.org/activity/test-yourseld-hidden-bias. 

This week's material and media covered the meaning of culture and the labels that are sometimes placed upon people when discussing culture and diversity. According to the definition that was given by Miss Gonzalez-Mena, culture consists of many different areas, including, (but not limited to): religion, tradition, and most importantly perception (Laureate Education, 2011). I think that this week for the assignment perception was the key aspect of the responses that were being presented--when asked about the definition of culture and diversity.

This week's assignment called for our class to contact three close friends or family in order to assess their definition of culture and diversity. The three individuals that I decided to contact were my mother, my youngest sister, and my husband. Though I consider all to be my family, we do have differing viewpoints on culture and diversity (more so in regards to religion and traditions). When asked about their views on culture, ironically, there was a common factor in each response: "family." For all three of the people who I asked a question concerning culture-- family traditions and upbringing were the common denominators. Each one of my loved ones responded that they believe that culture where the things that were learned when growing up that made you into who you were in today's time. A very interesting fact that was also mentioned within the media for this week, was that each one of the people who I asked also responded that they believed that culture was how each individual person saw it be, which in essence translates into perception. Not only did I think that this was extremely enlightening, but also found it interesting that my three loved ones also believed culture to include perception and an individualistic view of traditions and upbringing.

When asked about the question of diversity, the women who I asked, my mother and sister, seem to have the perception that diversity included different types of people from different backgrounds, cultures, religions, and regions of the world. However, when I ask my husband, he seems to believe that diversity included just a different way of thinking and seeing the world.  Technically nothing was omitted from the definitions that were stated within the materials for week 3, however, the common keyword within the answers that I was given was the word “different.”

I believe that this exercise allowed me to view how my loved ones were actually reviewing what we were learning in real time. It caused me to stop and think about the fact that some people relate the words culture and diversity to mean physical people, and some people relate the definition to mean a different perception or way of looking at a situation. I personally had never separated the two thoughts, but after speaking to my loved ones I believe that I've learned to appreciate that each person has their own definition of what they believe these two extremely powerful concepts to consist of in the society we live within today.

References:

Laureate Education (Producer). (2011). Culture and diversity [Video file]. Retrieved from https://class.waldenu.edu

A major catastrophe has almost completely devastated the infrastructure of your country. The emergency government has decided that the surviving citizens will be best served if they are evacuated to other countries willing to take refugees. You and your immediate family are among the survivors of this catastrophic event. However, you have absolutely no input into the final destination or in any other evacuation details. You are told that your host country's culture is completely different from your own and that you might have to stay there permanently. You are further told that, in addition to one change of clothes, you can only take 3 small items with you. You decided to take three items that you hold dear and that represent your family culture.

 In this case scenario, the items that I would take to represent our family culture are:
Kinara, Small Sack of garden seeds, and the Book of the Dead would be the items I would take with me to the new country. When asked about what these items meant, or their significance--I would tell people that each one of these items is held near and dear to our family. The Kinara represents our families celebration and tradition of breaking free from Christmas, to celebrate Kwanzaa; a tradition that we started about 5 years ago. Through research and seeking out knowledge and truth, we found that the principles of Kwanzaa better embodied our heritage and cultural goal. The garden survival seeds are extremely important because since 2011 our family has immensely struggled to get back to the "land" and become more sustainable through farming and gardening. We also have taken necessary steps prep our selves for numerous scenarios that could take place, and the importance of planting the seed for survival. The Book of the Dead is the last item but is one that represents the original Nubian Spirituality and knowledge. Once seeking as a devout "Christian" for the truth, our deep research led us here and to other texts such as these. Books such as these keep us grounded in our belief that all roads will lead back to the source and foundation, you must only seek...
If I was told upon arrival that I could only keep one item, I must say that it would be the seeds. I say that because the other two items--though extremely important--are more embedded in our hearts and spirits to the point where needing them physically is not required. The seeds can serve many purposes, as far as, sustainability is concerned, but can also open a door for barter and trade within your new territory. This exercise helped me to see that those items that serve as a totem to knowledge and understanding are now written within me and cannot be shaken. Not needing an item to signify my culture is my takeaway, because, at this point, my family culture is written on my heart and mind. I know now, what my family stands for, and what path I must take...that is a feeling that cannot be shaken. 

MY SUPPORTS

MY SUPPORTS

My daily supports revolve around my ancestors, family, and being in tune with nature. These are the elements that get me through each day! When I work, play, meditate, and educate my children and others--I think about how all of these factors collaborate together to motivate what I do on a day-to-day occurrence. Trying to imagine what it would be like without these factors is extremely difficult because these motivational forces are what drives me to wake up in the morning and push through each day...It's the hope of something greater, an educational and sustainable push for life, that causes me to awaken and endure the trials and tribulations associated with an ever-changing world, that may or not be working towards the greater good of respect for the cultural basis of this entire world. These are the solid guiding lights in a world of flickering glimpses of light, and I owe them all much respect and dedication. 

If I were to imagine a challenge that I don't currently have, such as actually becoming a sustainable family farm and space would be the greatest challenge. I think that this would be the challenge because the surrounding world is built on a mainstream and system, with rules and enforcement that are not always friendly to the indigenous cultures of the world. To pull from this mainframe and educationally, spiritually and physically become sustainable and set yourself free would be a challenge beyond comparison. Overcoming the temptation to re-incorporate yourself into the system to make it from day-to-day, is the ultimate test, and I would need each of my support systems to make it successfully through that test!