EDUC 6357: Start Seeing Diversity: “We Don’t Say Those Words in Class!”

 

  As I reflect upon the many occasions parents had reprimanded or silenced their child as the child commented about their diverse peers, one incident came to mind. As Dean's mother came to pick up her son during departure time, he approached her, saying with an excited voice: "Mommy, we have a new child that arrived today. He is black and came with his parents, but they are not his real parents because he is black and they are white". Dean's mother's looked embarrassed and silent her son immediately. She looked directly at her son, saying, "we do not say things like that". When she realized that the new boy's mother was looking at her, her face reddened, and she rushed out. This incident could be embarrassing. Luckily, my new student's family was American and did not understand Hebrew. 


It was evident that Dean was never exposed to a multiracial family and was not considering adoption at three years old. His mother's reaction to his analysis portrayed shame, embarrassment, and a topic that should not be addressed. According to Derman-Spark, (2010), young children develop pre-prejudice as they absorb negative attitudes and misinformation (Derman-Sparks, 2010. P. 14). Dean's mother should have addressed her son's observation fostering respect and introducing the various family units.


 As young children need caring adults to construct a positive sense of self and a respectful understanding of others (Derman-Sparks, 2010, p. 11), in my anti-bias practice, I should introduce children to various family units. For instance, multiracial families, same-sex parents, single parents, and much more. Also, to support and validate my new student's social identity and raise awareness of the multiracial family (Derman-Sparks, 2010), I would have used a persona doll that will tell the story of my students. Besides, I will plan art activities encouraging my students to explore their skin color and their peers' color, sharing our differences and similarities (Derman-Sparks, 2010). Furthermore, I will plan music and movement activities to celebrate diversity (Laureate Education, n.d.).I will read stories that will focus on multirace families, encouraging the children to ask questions and reassuring them that it is ok to ask questions, as long as we maintain our respect at all times. 

 References:

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).  

Laureate Education (Producer). (n.d.). Start seeing diversity: Race/ethnicity. [Video file]. Retrieved from: https://class.content.laureate.net/c49ed987b19d878aeff6a72588c9c02d.html

Comments

  1. AnonymousFebruary 19, 2021 at 4:17 PM

    Ilana,

    Your examples of anti-bias education (music and art) offer opportunities to raise awareness and invite the diverse aspects of students/families that make each person unique (Derman-Sparks & Edwards, 2010). It provides me with ideas for next step planning to do the same in my EC setting!

    ReplyDelete

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