Saturday October 15, 2011

The Personal Side of Bias, Prejudice, and Oppression

What memory do you have of an incident when you experienced bias, prejudice, and /or oppression?

This incident happened a few years ago when my daughter had an accident driving from school together with her siblings and two other children. When the accident happened we were notified and went to the site immediately. While we waited for the police the caucasians male party made comments like; “All you Jamaicans don’t know how to drive, look how you hit my car!” In rage he continued, “And I am sure you do not have insurance on your car because that is what all you do when in America.” His buddy with him acknowledged him saying, “I’m sure they illegal and they should just send all of them back!” We ignored them and continued to wait.

In what ways did the specific bias, prejudice and/or oppression in that incident diminish equity?

Who said they were Jamaicans? Who said they had no insurance?  Who said they were illegal? These were messages of micro-aggression, biases and prejudice.  My daughter was not treated with respect and courtesy which should be afforded equally to all whether legal or illegal citizens, whether they were at fault in the accident or not at fault.  She was pre-judged based on the assumptions of others. Those messages diminished the fairness and equal rights of women and immigrants on the part of the male party. However what the police officer did showed a measure of equity. He listened to both parties and could not determine which party was at fault. Therefore he encouraged both parties to contact their insurance companies and did not see the need to give any of them a ticket.

What feelings did this incident bring up for you?

I felt sad for my children who were discriminated against by the male party. I often asked, “How many times do we have to go through incidents of bias and prejudice?” It was very emotional for all of us because you never know how and when your identity could be mistaken and caused conflicts. This situation could have been escalated and who knows someone could have gotten hurt. Imaging you been accused of who you are not; your status, your identity, your class! It is disheartening to know how the color of your skin and your accent in one way take away equity among groups of people.  Even though many efforts were made in the past to eradicate biases and prejudices, the many instances tell us that biases and prejudices are far from over.

What and /or who would have to change in order to turn this incident into opportunity for greater equity?

The one who needs to change in order to turn the incident into an opportunity for greater equity is the one who experienced the pain of the ‘isms.” Sometimes it is hard to figure out why you became the target but what we have to remember is the fact that the “isms” are part of our lives even though it is hard accepting it (Nadiyah Taylor, Laureate Education Inc, 2011).The way we look at people's identity and our attitudes towards individuals of different ethnic group need to be changed.  We need to educate more of society on issues of “isms” and let our experiences of the pain become the “A-HA” moment for those perpetrators of bias, prejudice, micro-aggression and other isms that exist in society.  If we are going to do something towards equity for all we should start with respect (Eugene Garcia, Laureate Education, Inc. 2011). Respect of our own own identity, and then respect for others. There is a long road ahead of us towards equality for all.

Resources

 Garcia, E. (2011 Laureate Education Inc). In his own voice

Taylor, N. (2011). Laureate Education Inc). In her own voice.

http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5691618&Survey=1&47=8295579&ClientNodeID=984650&coursenav=1&bhcp=1

 

Saturday October 1, 2011

Practicing Awareness of Micro-aggression

According to Dr. Sue (Laureate Education, 2011) micro-aggression is a verbal behavior towards race, gender, sexual orientation as well as disabilities. This example of micro-aggression was witnessed in my native island while on vacation. It was a day of cricket, a Sunday sport when most villagers would come out to support their home team.

This was what was spoken to an eldely disabled woman:

“Why don’t you put your walker at the back instead of in front of me? I cannot see the game. Here is not the place for you; you should stay home.” Those were the words of a young male to a disabled woman who placed her walker on the side of her to get quick access in case she had to move quickly.

 The behavior of the young man was rude, demeaning and disrespectful in my opinion. At the time I did not have knowledge about micro-aggression so I just looked at it as disrespecting the elderly.  As I reflected on micro-aggression, the behavior of the young man showed verbal abuse, gender abuse, stereotype as well as disrespect for the elderly and the disabled. The message was insulting, and demeaning and I felt disappointed when I heard the way that elderly woman was addressed.

Who say once you are disabled you should isolate yourself?  The hidden message from the young man to the elderly disabled woman was, “You do not belong here, because you are helpless.  According to Ford (n. d), this must change!

The behavior of the young man made me think of my own behavior towards others. Is that the way I would like to be treated? Is that the way I would like my parents to be treated? Demeaning words can be very powerful and can hurt deeply. For the rest of the day I believe that woman was carrying the stigma of disabled people who are often times robbed of individuality and debilitate their attempts to break out of stereotypical roles (Southern Poverty Law Center, n. d). It is important to note that people with disabilities should be afforded the same opportunities like any other in society.

References

Ford, R. (n. d). It's not just about Racism- Bur Ableism. Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/detail?sid=b64c65fd-8e72-437b-b802-cf6...

Laureate Education (2011).  “Microaggressions in Everyday Life”. In this program, Dr. Derald Wing Sue presents a lecture about the concept of microaggression in everyday life.

Teaching tolerance. Test yourself for hidden bias. Retrieved from http://www.tolerance.org/activity/test-yourself-hidden-bias

Perspectives on Diversity and Culture

Perspectives on Diversity and Culture

The three people I asked about their perspectives on Diversity and Culture: Two females and one male. Their ages ranged from 24 to 51 years.

What is Culture?

My colleague aged (51)  from Grenada, West Indies thinks culture is everything about your life; the cooking, the washing, the cleaning, the sports, how you train your children, your traditions, how you dress, how you speak, and even your family secrets.

Person two (2) aged (24) from Africa said "Culture is who you are; your lifestyles, the way you live."

Person three (3) male aged (34) from the USA:  "Culture is everything; the food I eat, the clothes I wear, the way I dance, my religious beliefs and the way I do things."

What is Diversity?

Person 1: "Diversity is where you come from. It is me and you and everyone else."

Person 2: "Diversity is your race, your ethnic background, your cultural differences."

Person 3: "Diversity is being different from others; our cultural differences."

The aspects of culture studied and were included in the answers; culture is the way you live (Sparks, & Edwards, 2010, P. 54). Examples; the way you cook, eat, speak, religion, and dress.

The aspects of diversity studied and were included in the answers; diversity is various different people from different cultural backgrounds, different races (Sparks & Edwards, 2010). For example, race.

What they omitted were aspects of surface culture for example; the holidays, and artifacts. On the other hand, housing arrangements, historic events and health care were omitted as aspects of deep culture.

As I thought about the definitions of culture and diversity by the people mentioned above I realized that there were similiar opinions and ideas of culture  and diversity. The answers summed up a definition of culture as the way of life of groups of people and diversity as one’s race and ethnic background (Sparks, & Edwards, 2010).  It is important to remember the following concepts:

Culture is more than what we see on thesurface; for eample food.  

Culture has a wide range of characteristics including, but not limited to race, economics, gestures, and body language.

Cultural invisibility is more likely to occur when we under-cut families and children’s evolving self and social identities (Sparks, & Edwards, 2010, P. 58).

Cultural discontinuity emerged when home practices differ from the practices of the dominant culture.

Resources

Sparks, & Edwards, 2010). Anti-Bias Education for Young Children and Ourselves.
13131 Street, NW, Suite 500
Washington, DC 20005-4101

My Family Culture

My Family Culture

As an immigrant there were many  items I would have liked to take with ME on my journey to a foreign land but, due to certain circumstances beyond my control the possibilities were slim. This blog brings back so many memories and thus it is an emotional one.

A Description of The Three Items I would Choose

First my Grenada Passport as an artifact which protrays the Grenada's Flag and the Court of Arms. The Passport is an artifact which gives us our identity as Grenadians. Then my family portrait which shows my children and how different they look even though they share same parents and finally Greanda's mucic. The music is mainly Steel Pan, Calypso and Soca.

 How would you explain waht each of thes items means to you?

 The passport would remind me of being  a true Grenadian;  reminding me that I am still part of something beautiful and cherished. The three colors of flag on the passport hold deep significance for the country and its citizens: green represents our vegetation, red stands for the burning aspiration of our people to be free from slavery and the friendliness of the people and yellow brings to mind the sunshine giving the island the local name “Island in the sun.” The flag would remind to continue to pay homage and my belongingness to my island. I want to be able to still pay homage/respect to my island.   

                        

 My family portrait would keep my memory intact of those who are so dear to my heart. It would be an amazing testament of my family history that would be treasured; The thigs we did, the way we behaved, our beliefs and values (Louise Derman-Sparks, 2011). The joys, the sorrows, the limitations and the boundaries. All in all, the love and respect we shared with and for each other with the notion that each one of us is unique and special.

The music would be in remembrance of my cultural heritage; where we came from and the freedom of our ancestors. Listening to it would change my mood from being sad to a little bit happier. I would have something to bring back the ‘home’ feelings.

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

Wow! This is difficult for me even though it is only for blog reasons.  I would be devastated.  Having to give up my family photo would bring tears of sadness, however I still would be able to hold those memories in my heart. Giving up the passport is only saying well you belong here now. Nevertheless, I don’t really need a passport to go back home because it’s HOME. Finally, giving up the music that is, Steel Pan, Calypso or Soca  is saying dance to our music or don’t dance at all. WOW! If I really have to hold on to only one it would be my FAMILY PORTRAIT. This is the most significance because nothing matters more to me than having a family. Individuals who share common bonding, cultural background, and who operate in the context of FAMILY. I would have to go back to the moments. 

Any insights you gained about yourself, your family culture, diversity, and/or cultural differences in general, as a result of this exercise

In different cultures differeny groups hold on to differnt things because of their cultural background. This exercise has taught me greater awareness and respect of other cultures. We may have our different likes and dislikes, traditions, values, beliefs, norms and dispositions However, when it comes to who we are and how we perceive and make sense of each other is fundamental to all social interactions and to the construction of society and our culture (Terry, 2003).

Resources

Laureate Education (2011), “Family Cultures: Dynamic Interactions”

Terry, D. J. (2003). Social identity and diversity. Retrieved from http://apj.sagepub.com/content/41/1/25.abstract

 

   

Final Blog/ Saturday, August 20, 2011

FINAL BLOG

Post at least three consequences of learning about the international early childhood field for your professional and personal development (any format, any length)

In completion of the course the three consequences professionally and personally include; greater awareness of issues and trends in the early childhood field.  I am now more aware of the effectiveness and benefits from establishing international contacts, the global issues and trends in Early Childhood, and the importance of being culturally aware.

Another consequence is maintaining those international contacts in future efforts for advocacy to ensure quality, social justice and equity in all issues relating to the education and care of young children.

Finally, collaborating to develop and implement effective policies that reach out to all the children and families ensuring that children are physically healthy, and developmentally ready for learning. The important issues are ensuring equity and excellence, supporting parents and families and developing standards and indicators for effective planning, monitoring and documentation of the progress in Early Childhood Development.    

Post one goal for the field related to international awareness of issues and trends and the spirit of collegial relations

My goal is to promote early childhood networking and partnerships among international contacts. It is my hope to stay abreast of the issues and trends and work towards that change in early childhood which is constant.

 Thank You!!!

 I now say thank you to all my international friends and colleagues working in the field of early childhood education and care who enriched the course, took part in the interviews and answered the questions.  We hope to continue our connections for the well being of the children and families we work with.

Getting to Know Your International Contacts—Part 3

Getting to Know Your International Contacts—Part 3

The questions were asked to Mrs. Lucy Felix, a pre-school teacher, in Grenada, West Indies.

What issues regarding quality and early childhood professionals  are  being discussed where you live and work?  

·        Lack of passion for children and the early childhood profession

To improve the quality of early childhood education (ECE) we need to show passion and enthusiasm to work with children for on-going success.

·        Lack of knowledge in the field.

Some teachers may have the experience but lack new and existing skills, practices/knowledge especially those relating to children with disability

What opportunities and/or requirements for professional development exist

·        Professional development is an on-going process. It occurs whenever there is a  need for enhancement in any developmental domain.  However, there is a yearly early childhood educational training focusing on  tertiary level nationally. Teachers are not selected to attend. It is made mandatory for all teachers who are not yet qualified in the early childhood field.

What are some of your professional goals? 

   To complete my Bachelor's degree in early childhood educati

 To open my own early childhood center (Long Term)

                     To be more committed to the profession and to prepare the children 

                      to  face the future with resilience, self motivation and discipline.

What are some of your professional hopes, dreams, and challenges?

My hope is that many policy makers and government officials will regard early childhood education as the basic foundation for long life learning. They would establish policies which take into account children and families especially those who are vulnerable and physically challenged thus providing services that will cater for their all round development.

The biggest challenge we face is finding the funding for the program. Some government officials do not agree that early childhood education matters. They do not see the benefits economically and thus may not want to invest in the program.

Sharing web resources

National Black Child Development Institute

 http://nbcdi.org/

Equity
I have chosen the National Black Child institute since I have exhausted the many resources from Center for childcare workforce.

The National Black Child Institute has its focus on improving the lives of all children and families through advocacy and education. It is critical that we continue to dedicate ourselves to giving every child a chance. We believe that such a vision should recognize the pivotal role that all members of our community must play if equity and access are to become a reality for our children. This includes parents, the faith community, social and civic clubs, barber shops, and schools – all of us must become part of the mobilization on behalf of our all children. 

 EQUITY AND DIVERSITY WORK The Build Initiative in collaboration with the National Black child  Institute is working to ensure that issues of equity and diversity are addressed within all early childhood systems development work. BUILD’s Equity and Diversity Working Group oversees BUILD’s efforts and includes state and national leaders on early childhood. This includes development of policy briefs describing best practices and policies, state learning experiences, and key challenges and opportunities for the field in meeting the needs of all children in our multi-ethnic society.

BUILD also seeks to partner with other leaders, researchers, and organizations in strengthening understanding in the field on the need to address issues of equity and diversity throughout systems building.

There are other initiatives on equity and diversity which include;

• Reaching for quality: Addressing issues of ethnicity, language, and culture need to be part of all aspects of early learning systems building. They draw on states’ experiences—particularly states that have taken a lead in tackling important early learning system building issues—and describe critical issues, opportunities, and lessons learned in developing an early learning system for America’s multi-ethnic population.
• Build's Early Childhood system in a multi- ethnic society: The series will describe pioneering efforts within states to address racial/ethnic disparities and promote equity, assess the current state of the field and the research and information available that should undergird state strategies.
• Crafting Early Learning Standards for a multi-ethnic society: This Build report is the first in a series of briefs on diversity, equity and systems building.  Early learning standards are at the core of society's defining how and what children need to learn, what is expected of them at different developmental stages, and what caregivers and educators are expected to do to help them learn.  Child learning involves cultural learning; it is essential that early learning standards be developed responsively--with diverse cultural and language groups in mind.

There are other valuable resources to help in the line of equity in early childhood care and education.

Recources
Build strong foundations for our children. Retrieved from
http://www.buildinitiative.org/content/early-learning-challenge-collaborative

National Black Child development Institute: Retrieved from http://nbcdi.org/

http://www.buildinitiative.org/content/diversity-and-equity