The beginning of the book introduces the framework the book portrays throughout. The author introduces the framework saying that race DOES matter (Milner, 2010, p. 14). Many factors beyond merit shape students' academic and social success. The author urges teachers to set high expectations for their students as a part of the framework of the text, noting that students generally meet the expectations set for them (Milner, 2010, p. 15). He also urges educators to consider the implications of social context (Milner, 2010, p. 16).
One of the larger ideas included in the framework of the text is the idea of challenging colorblindness. Milner writes that when teachers ignore students' racial identities, they are ignoring essential pieces of who students are and treating them as incomplete (p. 16). Milner directly states that white teachers and students of color have different experiences in and out of the classroom, which creates a gap (p. 19). Educators must attempt to cross this gap, but in order to do so, they must acknowledge the gap first. While at first it seems as if it would be virtually impossible for white teachers to successfully teach students of color according to Milner's explanation of this gap, he explicitly states that "it is what teachers know and are willing to learn that matter more than their racial background" (p. 20). As teachers grow in their own identity, challenging personal biases and striving to create a culturally rich classroom experience, they must keep in mind that for some students, it means something completely different to behave well or "normally" at home than what teachers expect of behavior at school (Milner, 2010, p. 25). This means that rules and consequences must be explicitly explained and practiced. Students must be reminded of expectations of often in order to learn this piece of classroom culture, merging it in some way with their own culture. After extensively discussing these ideas, Milner adds that white students and students who grew up with some degree of wealth also need to be aware of and learn about race, diversity, and multicultural education (p. 40).
This statement was one we focused on in our multicultural education class last fall. A lot of Milner's ideas and concepts included in the framework of this text sounded familiar to me. Many of these ideas are ones we wrestled with in our small class, challenging one another to think deeply about our own culture and the implications that has on our future classrooms. During that class I was forced to analyze my past, talk about my biases, and begin to confront them. I began to seek my identity as a teacher of multicultural education, and consider what that process of transformation needs to look like.
Ultimately, I think that process began by going back to the basis of what I believe. I think it starts by considering my Christian worldview and how that fits in to my role as a teacher and an influence in the lives of my students. Having a background of faith means that I see my students as children of God, made in His image. It means that I love them regardless of their background, experiences, personalities, and interests. It means that I engage students in difficult conversations about race, culture, and diversity in the classroom and stay honest with them about my background and transformation. It means that I am patient when these issues do not play out as planned in my classroom. It means that I have great hope for each of my students, and great passion for guiding them in growth.
My book Navigating Cultural Competence also discuss the idea that we can't simply ignore other races. We think we are treating students fairly by ignoring the fact that they are different. I reality we should be embracing different culture and teaching our students about the culture of their peers. We also need to be aware that not all white students have the same culture. Many of us have similar cultures, but they differ because we are individuals. Even siblings have slightly different cultures because they are different individuals and most likely involved in different groups (sports, clubs, etc.). Being aware of the many cultural characteristics that students have is a challenge. We can never completely understand everything about a students cultural characteristics. However we can gain enough information about the students culture in order to help us teach by doing a few things in the classroom. My book listed many ideas but there is one that stood out to me the most. They suggested using a KWL chart and when the students wrote what they knew they had to write how they knew that information and how the topic connects to their life personally. I think this is a great way to learn about your students and be able to relate content to the students personal life.
ReplyDeleteBecky-
ReplyDeleteI am reading Gary R. Howard's "We Can't Teach What We Don't Know." Howard also discusses colorblindness. He states that when Whites first recognize their inherited dominance and privilege as Whites, they oftentimes feel extreme guilt and shame for their position of superiority. As a result, Whites turn to colorblindness- they seem to ignore race and identify every individual as a person without color. However, race plays a large role in the formation of individuals. It helps shape someone's social identity. By ignoring someone's race, we are ignoring a portion of the person. As educators, it is important that we acknowledge race, as it helps shape each of our students. I agree with Milner, as well as Howard, that colorblindness only contributes to the issue of White dominance.