This week, I have been asked to imagine that I will be working with a family that has recently emigrated from a country I know nothing about. As the demographics in our community changes, this is becoming more common. As educators and advocates for children and families, we need to plan for working with these families and prepare for their arrival in our programs.
The country I chose is India. Best Buy is a local company that employs several professionals from India at its headquarters. As a result, we have enrolled several of these families in our program. In order to better prepare myself and my team, these are some things that I would do. India is rich with culture and history. I would spend time reviewing the basic background of the culture, including religions, traditions, and customs. I would use websites like Wikipedia, the U.S. Department of State, and Lonely Planet. Next, I would explore local organizations and resources like the India Association of Minnesota to connect the new family with support services if needed. I would secure an interpreter if the family did not speak English so that we could communicate effectively before the child starts in the program and after to ensure a smooth transition. I would have a meeting with the teaching staff to talk about the culture and traditions of the family. Finally, I would support the classroom in creating an environment that is respectful and engaging for the child and the family. This includes providing images, books, activities, and learning experiences that reflect the child's home culture.
Through all of this preparation, I would hope that it would increase our confidence in interacting with the family and make the transition of the family into the program smooth and seamless. In addition, I would hope that it would create an environment that would encourage the family to be involved in the program, adding a richness to the classroom that will benefit the children and the staff.
Saturday, December 17, 2011
Saturday, December 10, 2011
The Personal Side of Bias, Prejudice, and Oppression
As we have explored these ideas of bias, prejudice, discrimination, and oppression, I have become more sensitive to the subtle ways the media often expresses some form of discrimination toward an individual or group. In television shows, mostly crime shows, there continues to be a theme of black males playing the role of the criminal. In the last blog posting, I shared an incident on a comedy where a white male professional calls his assistant who is from India "Mogli". As a society we have become immune to the subtle, and often blatant nature of such biases. It is frightening to think of the impact it is having on the children of today that grow up in homes where the television is on both for active watching and as "background noise". I do not envy parents of today that must compete with media for the attention of their children.
In each incident, there is diminished equity for the individual. As roles of criminals are played by black males, the idea becomes that it must be true in greater society. It does not seek to dispel the myth that black males are criminals and, as I said earlier, the impact of that image on young children can only be harmful. If it were up to me, shows like that simply would not exist. As for the comedy program that pokes fun at the ethnic origin of its characters, it diminishes the equity that is portrayed in professional settings. The fact that the character played by the white male holds a sense of power over the other and is representative of the dominant culture, the interpretation of such a scenario is dangerous. It conveys the idea that people of color cannot hold a position in leadership and that, as an assistant, comments about them are condoned. I could not believe it when I heard it, and yet, the live audience or the laugh track reinforced how funny it was supposed to be as a joke.
I think that in order for these kinds of images to change and make a difference, media should begin casting characters that reflect greater society. People should begin to recognize these subtle attacks on individuals and groups and start talking about it. Since they are so subtle, or are simply "how it has always been", the more we bring it to light, the better possibility of it changing.
In each incident, there is diminished equity for the individual. As roles of criminals are played by black males, the idea becomes that it must be true in greater society. It does not seek to dispel the myth that black males are criminals and, as I said earlier, the impact of that image on young children can only be harmful. If it were up to me, shows like that simply would not exist. As for the comedy program that pokes fun at the ethnic origin of its characters, it diminishes the equity that is portrayed in professional settings. The fact that the character played by the white male holds a sense of power over the other and is representative of the dominant culture, the interpretation of such a scenario is dangerous. It conveys the idea that people of color cannot hold a position in leadership and that, as an assistant, comments about them are condoned. I could not believe it when I heard it, and yet, the live audience or the laugh track reinforced how funny it was supposed to be as a joke.
I think that in order for these kinds of images to change and make a difference, media should begin casting characters that reflect greater society. People should begin to recognize these subtle attacks on individuals and groups and start talking about it. Since they are so subtle, or are simply "how it has always been", the more we bring it to light, the better possibility of it changing.
Friday, November 25, 2011
Microaggressions
This week, we have been asked to focus on instances of microagressions, or
"brief everyday indignities that are verbal, behavioral or environmental, that they may be intentional or unintentionally communicated to women, to people of color, to gay/lesbians that have an insulting message behind them that often time causes severe psychological distress and harm" (Sue, 2010). As I listened to those around me, and to myself, I was surprised to hear the number of times that a comment or conversation could be considered a microaggression. The example that impacted me the most was from a television show where a white man calls his assistant, who is from India "Mogli". The show was a comedy and so the laugh track started right after the comment. I was amazed at the comment and thought that it was a blatant assault on another person that was perpetuated by the media. I felt embarrassed for the individual even though it was a fictional character. How many young children may have seen that episode and now think that it is funny to call someone of that race a name like that?
As we study this topic further, I know that my sensitivity to these interactions will become heightened. My challenge will be to monitor my own expressions and interactions and find a way to communicate more appropriately and effectively.
References
"brief everyday indignities that are verbal, behavioral or environmental, that they may be intentional or unintentionally communicated to women, to people of color, to gay/lesbians that have an insulting message behind them that often time causes severe psychological distress and harm" (Sue, 2010). As I listened to those around me, and to myself, I was surprised to hear the number of times that a comment or conversation could be considered a microaggression. The example that impacted me the most was from a television show where a white man calls his assistant, who is from India "Mogli". The show was a comedy and so the laugh track started right after the comment. I was amazed at the comment and thought that it was a blatant assault on another person that was perpetuated by the media. I felt embarrassed for the individual even though it was a fictional character. How many young children may have seen that episode and now think that it is funny to call someone of that race a name like that?
As we study this topic further, I know that my sensitivity to these interactions will become heightened. My challenge will be to monitor my own expressions and interactions and find a way to communicate more appropriately and effectively.
References
Sue, D. W. (2010). Microaggressions in everyday life: Race, gender, and sexual orientation. New York, NY: Wiley.
Saturday, November 19, 2011
Defining Culture and Diversity
This week we have been asked to share the responses of individuals that we have spoken with about culture and diversity. As we strive to define these concepts for ourselves, we know that the meanings are different for others. We take those perspectives and allow them to shape our own definitions.
In my conversations with friends and colleagues, I found that their definitions of culture and diversity were similar and insightful. One colleague spoke of culture as a broad term that encompassed many groups of people of similar characteristics, yet also has the potential to be a narrow designation. She acknowledged that culture is not only one's ethnicity or heritage, that it also includes their family practices and traditions. A friend struggled to define culture as one specific definition, but diversity was something that was easier to explain. She called it the idea that differences are accepted among individuals and many cultures are brought together in communities living and working together. We talked about culture and she said that she understood that it included more than just race or ethnicity. Finally, I spoke with another friend that spoke of local culture and diversity as one in crisis. There are areas of our community that clearly struggle with unemployment, poverty, and discrimination. In this conversation, culture was defined mostly as race and ethnicity and diversity was limited to areas outside the community in which people live.
Most people I spoke with were aware that culture is more than a person's race or ethnicity, though few could identify the less obvious characteristics of culture, such as socioecomonic status, parenting styles, and home life practices. Diversity seems to be an easier concept for most people to define and identify. They know that differences are what make us unique and what bring us together to create communities. In reflecting on these individuals' answers, I understand that we all struggle to define culture and diversity for ourselves personally. We can generate a definition, but when we think carefully about either our own culture or that of the children and families we serve, we have a lot of work to do to fully understand where they are coming from and how to best provide for their needs.
In my conversations with friends and colleagues, I found that their definitions of culture and diversity were similar and insightful. One colleague spoke of culture as a broad term that encompassed many groups of people of similar characteristics, yet also has the potential to be a narrow designation. She acknowledged that culture is not only one's ethnicity or heritage, that it also includes their family practices and traditions. A friend struggled to define culture as one specific definition, but diversity was something that was easier to explain. She called it the idea that differences are accepted among individuals and many cultures are brought together in communities living and working together. We talked about culture and she said that she understood that it included more than just race or ethnicity. Finally, I spoke with another friend that spoke of local culture and diversity as one in crisis. There are areas of our community that clearly struggle with unemployment, poverty, and discrimination. In this conversation, culture was defined mostly as race and ethnicity and diversity was limited to areas outside the community in which people live.
Most people I spoke with were aware that culture is more than a person's race or ethnicity, though few could identify the less obvious characteristics of culture, such as socioecomonic status, parenting styles, and home life practices. Diversity seems to be an easier concept for most people to define and identify. They know that differences are what make us unique and what bring us together to create communities. In reflecting on these individuals' answers, I understand that we all struggle to define culture and diversity for ourselves personally. We can generate a definition, but when we think carefully about either our own culture or that of the children and families we serve, we have a lot of work to do to fully understand where they are coming from and how to best provide for their needs.
Saturday, November 12, 2011
Perspectives on Diversity and Equity
In my new course in diversity and equity, we are exploring the ideas surrounding the cultures and backgrounds of children and families, how families are defined, and how professionals can partner with families to provide the most quality experiences for children and families in our programs.
This week, we have been asked to consider the following scenario:
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 decide to take three items that you hold dear and that represent your family culture.
Blog about all of the following:
A description of the three items you would choose
How you would explain to others what each of these items means to you
Your feelings if, upon arrival, you were told that you could only keep one personal item and have to give up the other two items you brought with you
Any insights you gained about yourself, your family culture, diversity, and/or cultural differences in general, as a result of this exercise
I would take a family photo, a family recipe book, and a small key chain with St. Christopher, the patron saint of travelers on it that I received from my dad before I traveled to Russia after high school. The family photo would remind me of the bond we share as a family. It would allow me to remember times when life was simpler and encourage me to establish that life again once we settled in the new country. The recipe book would be important for us in that process to establish a sense of normalcy in the new country. It would also be a tool to share our culture with others that have been displaced. Food brings people together and sharing traditional foods is a great way to develop relationships with others. The key chain would be important to me to remind me of my dad and the faith he and my mom raised my sister and I with. It is a small token that holds very significant meaning. I carry it in my purse every day!
If I was told that I could only keep one of the items, it would be the key chain. I could carry it with me and remember my family and my past experiences, as well as feel a sense of security in the presence of a reminder of my faith. I would feel a sense of loss in leaving the photo and recipe book behind. When you think that those are the only possessions you have in the world other than the clothes on your back, it is tragic to think that they would be taken from you. This exercise should be a reminder to us that this happens to people all over the world every day. We hear in the news about people fleeing their homes because of war, famine, or other catastrophic events. We must be thankful for what we have and the security we feel. When we approach families, we need to be mindful of the pasts from which they come. We often have no clear idea of the traumas they have experienced and the care they will require until we build a strong relationship with them.
Saturday, October 29, 2011
Final thoughts on research
In this final week of "Building Research Competencies", we have been asked to reflect on what we have learned and experienced over the past eight weeks. When we began this class, I was so excited to learn about the research process and the different elements that make a quality research design. I think that we improve our professional environments based on the volumes of new research that is emerging all the time.
Throughout the course, we focused on a simulation that we designed and "practiced" all of the steps that a researcher would take in completing the study. I learned that the topic you choose must be very specific even though it can contain many different aspects that would be beneficial to study. For example, my topic was social and emotional development and the relationship of healthy attachments. I needed to narrow that down to how language development affects healthy attachments in children that have been adopted from non-English speaking countries. There are so many aspects to research that I had not realized. I found the literature review to be the most challenging. In finding information about the study that I was conducting, it was difficult to determine what would be helpful and what I should not spend time reviewing. I found that I examined the abstracts more carefully before exploring the full article. It was also difficult to keep from following the tangents that the article searches often went on. I had to keep my focus question in mind when searching for information.
Research in early childhood comes with it own challenges and considerations. When working with children and families, we must be very sensitive to the dynamic that they present, the backgrounds from which they come, and what the impact of the research will be for them. When planning a research design for early childhood, I think that the mixed method approach is important. I found that the qualitative process creates more of an opportunity to explore the subjective nature of children and their families.
My perceptions of professionals in our field have changed as a result of this course in that we can, and should, become active participants in the research process. We should appreciate all of the wonderful discoveries that we are provided with, but we should also be pursuing our own. This is a very exciting prospect for me. Having been in the field for over 20 years, I am looking at my next 20 years with new eyes and all of the possibilities!
Thank you for all of my colleagues (again!) for your comments, questions, and feedback. I look forward sharing ideas and learning more from you in the future.
Katherine
Throughout the course, we focused on a simulation that we designed and "practiced" all of the steps that a researcher would take in completing the study. I learned that the topic you choose must be very specific even though it can contain many different aspects that would be beneficial to study. For example, my topic was social and emotional development and the relationship of healthy attachments. I needed to narrow that down to how language development affects healthy attachments in children that have been adopted from non-English speaking countries. There are so many aspects to research that I had not realized. I found the literature review to be the most challenging. In finding information about the study that I was conducting, it was difficult to determine what would be helpful and what I should not spend time reviewing. I found that I examined the abstracts more carefully before exploring the full article. It was also difficult to keep from following the tangents that the article searches often went on. I had to keep my focus question in mind when searching for information.
Research in early childhood comes with it own challenges and considerations. When working with children and families, we must be very sensitive to the dynamic that they present, the backgrounds from which they come, and what the impact of the research will be for them. When planning a research design for early childhood, I think that the mixed method approach is important. I found that the qualitative process creates more of an opportunity to explore the subjective nature of children and their families.
My perceptions of professionals in our field have changed as a result of this course in that we can, and should, become active participants in the research process. We should appreciate all of the wonderful discoveries that we are provided with, but we should also be pursuing our own. This is a very exciting prospect for me. Having been in the field for over 20 years, I am looking at my next 20 years with new eyes and all of the possibilities!
Thank you for all of my colleagues (again!) for your comments, questions, and feedback. I look forward sharing ideas and learning more from you in the future.
Katherine
Saturday, October 8, 2011
Exploring International Research Sites
This week we have been asked to explore a variety of international website devoted to sharing the latest research on early childhood education in their region. I chose to focus on the European Early Childhood Education Research Association (www.eecera.org). What I found there was that the research and topics of concerns are similar to that of the United States and align well with my own interests within the field.
The two main topics I found the most information on are inclusion in early childhood education and research around the birth to three age group. Both of these topics are of interest to me and are ones that I am involved with daily. In my work in inclusion, I have learned that it is a growing trend and becoming more widely practiced in early learning environments. We are seeing the value in creating opportunities for children to learn alongside peers that have varying abilities. I have always been passionate about the youngest age group in our care. My "career" started in an infant room when I was 16! It is fascinating to me to see the research and development of theory and programs on an international level.
The EECERA website has journal articles that share the knowledge on each topic. One such article describes the shift in thinking around the education and care of babies in settings outside the home resulting from the increase in women returning to the workplace (Rayna, S. & Laevers, F., 2011). The authors seeks to explain the various factors that influence the approach to caring for young children including research on attachment and social and emotional development. Another article reflects on the idea of embedded instruction for children with special needs in inclusive environments. The authors found that the use of embedded instruction was beneficial for children with special needs to gain new skills and also generalise them across other areas of development (Rakap, S. & Parlak-Rakap, A., 2011). Embedded instruction is the practice of identifying natural times and activiites to engage a learner in the instruction of a particular skill or concepts.
While exploring the EECERA website, I found that they accept submissions for journal entries. This is something that I have considered throughout this master's degree experience. I am interested in sharing some of the knowledge and research I have gathered with others and I never knew how to go about doing that. With more experience in writing on a graduate level, I hope to gain the confidence to submit some of my work to a professional organization similar to EECERA.
References:
www.eecera.org
The two main topics I found the most information on are inclusion in early childhood education and research around the birth to three age group. Both of these topics are of interest to me and are ones that I am involved with daily. In my work in inclusion, I have learned that it is a growing trend and becoming more widely practiced in early learning environments. We are seeing the value in creating opportunities for children to learn alongside peers that have varying abilities. I have always been passionate about the youngest age group in our care. My "career" started in an infant room when I was 16! It is fascinating to me to see the research and development of theory and programs on an international level.
The EECERA website has journal articles that share the knowledge on each topic. One such article describes the shift in thinking around the education and care of babies in settings outside the home resulting from the increase in women returning to the workplace (Rayna, S. & Laevers, F., 2011). The authors seeks to explain the various factors that influence the approach to caring for young children including research on attachment and social and emotional development. Another article reflects on the idea of embedded instruction for children with special needs in inclusive environments. The authors found that the use of embedded instruction was beneficial for children with special needs to gain new skills and also generalise them across other areas of development (Rakap, S. & Parlak-Rakap, A., 2011). Embedded instruction is the practice of identifying natural times and activiites to engage a learner in the instruction of a particular skill or concepts.
While exploring the EECERA website, I found that they accept submissions for journal entries. This is something that I have considered throughout this master's degree experience. I am interested in sharing some of the knowledge and research I have gathered with others and I never knew how to go about doing that. With more experience in writing on a graduate level, I hope to gain the confidence to submit some of my work to a professional organization similar to EECERA.
References:
Rakap, S., & Parlak‐Rakap, A., (2011): Effectiveness of embedded
instruction in early childhood special education: a literature review, European Early Childhood
Education Research Journal, 19:1, 79-96Rayna, S. & Laevers, F. (2011): Understanding children from 0 to 3 years
of age and its implications for education. What's new on the babies' side? Origins and evolutions,
European Early Childhood Education Research Journal, 19:2, 161-172www.eecera.org
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