Evaluating Impact on Professional Practice

Evaluating Impact on Professional Practice

Describe in detail the consequences you might expect for children and families with whom you work while you experience specific “-ism(s)” in your own life. In specific examples either those you have and /or are experiencing or ones you would anticipate.

As early childhood educators experience “-ism(s)” particularly; racism, and discrimination in our daily lives the consequences can be positive as well as negative. 

 Positively, there is a greater opportunity to open the minds and hearts of children and families to equality that necessitates our building classrooms and schools in which change is empowering, where work is meaningful, and where community is genuine. Then children and parents can know, through the teacher’s experience, that alternatives are possible to what society offers people today.  The teacher sharing first hand experiences of racism and discrimination can provide opportunities for children and families to talk about their lives, struggles, and what they are willing to do to break those barriers.  This opportunity will empower children and families to understand and work to change their lives and the world around them (Shneidewind,  & Davidson, 2006).

Also, the first hand experience of discrimination can be used to help young children and families learn about ways in which discrimination affects people different from themselves and how inequality is perpetuated in society. They can discover how people work together to promote equity and social justice. Children’s experiences in the classrooms where teachers strive to create fair relationships and equitable structures enable them to envision what a just society could be (Sparks, & Edwards, 2010).

Negatively, let us take for example a Caribbean immigrant teacher living in a white neighborhood as a minority there may be a denial of personal identity to avoid those racial attacks. Therefore, he/she may not want to model and discuss behaviors that value diversity. Also, if I am not proud of my identity how can I teach children and families to be proud of their identities and secure in their own culture and have positive acceptance of others? Another negative consequence is ignoring differences in class. A teacher who experience issues of classism may have to leave to find better paying jobs. Thus, this puts at risk deep bonds and consistent relationships with children and families; ongoing, integrated curriculum, and strong family-school relationships (Sparks, & Edwards, 2010, p. 110).

References
Shneidewind, N. & Davidson, E. (2006). Rethinking schools: Open minds to equality. Retrieved from http://www.rethinkingschools.org/publication/omte/OmteIntro.shtml

Sparks, L. D., & Edwards, J. O. (2010). Anti-Bias education for young children and ourselves. NAEYC Washington, DC 20005-4101