Here is my collage of what diversity and anti-bias education means to me. It did not turn out like I had wanted but this is what I was able to accomplish.
Monday, February 24, 2014
Sunday, February 16, 2014
"We Don't Say Those Words in Class!"
A time
when you witnessed an adult (or yourself) reprimand or silence a child after he
or she pointed out someone they saw as different (e.g., "That lady talks funny,"
" That man only has one leg!" "Why is that man so pretty!"). Include what the
child said and what the adult did or said in response. (Note: If you
cannot think of a specific time ask a friend or family
member.)
Children are very observant and will always say what they are thinking, especially when they encounter people or things that are unusual and strange. In thinking about a moment when a child pointed out someone they saw as different and was reprimanded would be when I was out with my an acquaintance and her kids. On this occasion, we were at a mall in a very diverse area of Atlanta. We were walking through the mall when the children saw a women who was a dwarf holding hands with a man. The little one tugged on his mothers jacket and said, "that little girl has some big legs and arms." At first we did not know what he was talking about and disregarded what he had said. A few seconds later he tugged again, repeating what he said before, this time a little louder as he pointed in the direction of the couple. His mother immediately turned around, popped him on his head and then began yelling at him saying, "What I told you about talking about people and pointing?" The little boy began to cry. My jaw dropped. For the rest of our time out he did not say anything.
What messages might have been communicated to this child by the adult's response.
Her response made the child shut down. I don't think he fully understood what he did wrong when you was only explaining what he was observing. I think to the child it communicated that what he was saying was wrong. He may began to feel like that about everything he thinks and may begin to hold in his thoughts and ideas. I think she should have addressed the situation better and explained to the child that the lady was a dwarf and that she was not a child but an adult. She could have explained to him what a dwarf was and how everyone is different instead of reprimanding him in the way that she did.
An example of how an anti-bias educator might have responded to support the child's (or classroom's ) understanding.
I think the same explanation that I suggest the parent give would be an appropriate response by an anti-bias educator. I think by explaining to a child what a dwarf is will help children build an understanding of what it is they are seeing and why that person looks the way the do. We need to challenge bias about physical characteristics by providing images of lots of different body types. The video, "Start Seeing Diversity: Physical Ability and Characteristics", suggest the use of children's books. "Children's books are another important tool in anti-bias approach. Some stories model anti-bias behavior or provide opportunities for children to think about how they can act against bias."
Reference:
Laureate-Media. (2014) "Start Seeing Diversity: Physical Ability and Characteristics.
Children are very observant and will always say what they are thinking, especially when they encounter people or things that are unusual and strange. In thinking about a moment when a child pointed out someone they saw as different and was reprimanded would be when I was out with my an acquaintance and her kids. On this occasion, we were at a mall in a very diverse area of Atlanta. We were walking through the mall when the children saw a women who was a dwarf holding hands with a man. The little one tugged on his mothers jacket and said, "that little girl has some big legs and arms." At first we did not know what he was talking about and disregarded what he had said. A few seconds later he tugged again, repeating what he said before, this time a little louder as he pointed in the direction of the couple. His mother immediately turned around, popped him on his head and then began yelling at him saying, "What I told you about talking about people and pointing?" The little boy began to cry. My jaw dropped. For the rest of our time out he did not say anything.
What messages might have been communicated to this child by the adult's response.
Her response made the child shut down. I don't think he fully understood what he did wrong when you was only explaining what he was observing. I think to the child it communicated that what he was saying was wrong. He may began to feel like that about everything he thinks and may begin to hold in his thoughts and ideas. I think she should have addressed the situation better and explained to the child that the lady was a dwarf and that she was not a child but an adult. She could have explained to him what a dwarf was and how everyone is different instead of reprimanding him in the way that she did.
An example of how an anti-bias educator might have responded to support the child's (or classroom's ) understanding.
I think the same explanation that I suggest the parent give would be an appropriate response by an anti-bias educator. I think by explaining to a child what a dwarf is will help children build an understanding of what it is they are seeing and why that person looks the way the do. We need to challenge bias about physical characteristics by providing images of lots of different body types. The video, "Start Seeing Diversity: Physical Ability and Characteristics", suggest the use of children's books. "Children's books are another important tool in anti-bias approach. Some stories model anti-bias behavior or provide opportunities for children to think about how they can act against bias."
Reference:
Laureate-Media. (2014) "Start Seeing Diversity: Physical Ability and Characteristics.
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