Blog #3

The second case study focused on addressing and transcending cultural conflicts through the case study of Dr. Johnson, a female African American teacher in a white suburban school.  The beginning of her case study emphasizes that race and diversity should be incorporated into a school's curriculum even in a mainly white school setting (Milner, 2010, p. 81).  Intentional conversations about race and diversity are necessary for students to become culturally knowledgeable citizens in our world today.  Research has found that children develop bias by the time they enter kindergarten (Milner, 2010, p. 82).  Because this bias happens so automatically as children are exposed to the values and biases of the people around them, teachers must be intentional about creating a space where those biases are challenged, where different view points are accepted and taught, where students are comfortable sharing, and where students value the diversity of their peers and others they come into contact with.  Dr. Johnson used reflection as an instructional tool in her classroom to create a space for her students to struggle with the topics of cultural conflicts, biases, and diversity (Milner, 2010, p. 83).  Her students began to reflect on things such as socioeconomic status, realities beyond merit, and their position in society in the context of a large social and economic system.  Dr. Johnson claims that students need to gain self-awareness and knowledge before beginning to understand others (Milner, 2010, p. 84).  One way her students do this is through reflection.  Dr. Johnson also encourages this by making lessons culturally relevant, by exposing students to opportunity and challenging them to think about opportunity, and by going beyond teaching Eurocentric literature (Milner, 2010, p. 85).

One thing I found interesting about Dr. Johnson's case study was her beginning approach to teaching.  I think her influence was so strong because she entered the classroom with a culturally relevant and challenging approach from the first day.  She was aware of the importance of culture conversations and reflections because she had experienced those things in her education.  Being an ESL minor, I have also been experiencing those things in my higher education.  Taking classes in which I am forced to challenge my own biases, consider the contexts and backgrounds my students are coming from, have difficult conversations with my peers, and reflect on my journey of transformation has guided me in having a desire to teach as Dr. Johnson teaches.  While these experiences are formative in the philosophy of education I will bring into the classroom someday, I often struggle with how to apply them to lower elementary students.  Most of the conversations and modeling I have participate in has been relevant to middle school or high school curriculum.  I know it is important for lower elementary students to participate in these grand conversations and to begin their journey of transformation the first day they step foot into the classroom, but sometimes the abstract concepts seem difficult.  Regardless, finding ways to address and transcend cultural conflicts in the classroom is essential, and can be done at any age.  Students need to understand the importance of this practice and recognize that their teacher is advocating on their behalf, while striving to push them to think deeply about themselves and the people around them.