“The Silenced Dialogue: 

Power and Pedagogy in Educating Other People’s Children.” 

Delpit, 

3 Talking Points

1. “Silenced Dialogue” - There is a lack of genuine discourse between educators (white usually) and educators of color. Delpit argues that all too often educators of color express their ideas about how to educate children of color but they are dismissed or not fully acknowledged by their white peers. This is what Delpit calls the “Silenced Dialogue”. White educators believe that they are acting in the best interest of the child but unknowingly perpetuating cultural inequality. I read this and cringed at the thought that could be me at any point in my career. A thought came to me that I should ask my coworkers of color to call me out on my “privilege" so I am awakened and learn from my experiences. 

2. Teacher Responsibility:  Delpit explores and explicitly states that teachers and those in the education system need to be aware of their own privileges and biases to truly listen to those that are affected by the “privilege” afforded to others and how this affects their teaching and the power and struggle for power in the classrooms.  This in particular reminds me of a former student whose story is just too much to tell in this short blurb. She is the reason I decided to forward with the MLL certification even though she doesn't know it. She is currently at Spelman College for Political Science in hopes of becoming a Civil Rights lawyer in the future. Her exact words “ I wish there were more teachers who looked like me. It’s not that I don’t love and appreciate this class or you but it would have changed my journey in HS which is why I am only applying for one school …a HBCU”.  That day did start with me….my journey started. 

3. The Culture of Power: 

Delpit explains 5 key points that explore why the breakdown in communication occurs in classrooms across the country. Delpit explores the 5 key aspects around : the classroom that is not a neutral space for all, the dominant culture set the tone / rules, the norms are often associated with “white, middle class” culture, those with the power don’t acknowledge it or their privilege, and students who are “not white” need to be taught these codes. Another cringe moment…..I am the norm, the privilege that Delpit is talking about. It is time to change this system….it starts with me and my classroom.

Quotes that stood out to me:

“Those with power are frequently least aware of - or least willing to acknowledge - its existence. Those with power are often most aware of its existence”. (YES! Reminds me of the S.C.W.A.A.M.P.  exercises and the reading from Tuesday)

“ We must understand that if we are to successfully educate all of our children, we must work to have honest dialogues about the differences that exist between us and our students, and between our students and the power that we transmit”. (Is there where we start the conversation as educators? )

       The author (Delpit) argues that schools and the education system operate in a “culture of power” that is often unnoticed by those that already have the “codes” or the power. There is a communication gap or power imbalance between the educators who are usually white and students and the community ( non-white). 

 

All Lives Matter:  9 Reasons Why Saying It Is Damaging.

Author:  The Vox

     “Black Lives Matter” and “All Lives Matter”, while at first glance they seem similar, are fundamentally different. “Black Lives Matter,” according to Vox, is a misunderstood idea by those who reason with “All Lives Matter”. At the core, the movement doesn’t state that black lives are more important than, but rather they matter too, especially in a society that often doesn’t offer equality or all too often undervalues black lives in today’s society. The movement is not saying all lives don’t matter, but rather it is a cry for recognition and a plea for justice for black lives in a world where it doesn’t exist, but white privilege does. It is simply pointing out that black people's lives are relatively undervalued in the US- and more likely to be ended by police- and the country needs to recognize that inequity to bring it to an end (pg. 2). “All Lives Matter” emerged as a response to this movement but its core issue, although not seen on the surface, can inadvertently downplay the struggles of black individuals and racial inequality. 

    “Black Lives Matter,” unlike “All Lives Matter, “ provides the necessary spotlight to systemic racism, inequalities, and the need for a more equitable and just society. Unfortunately, “All Lives Matter” is essentially saying we should go back to ignoring the problem, and it will go away. How can we continue to ignore the problem? It only goes away for those whom it isn’t a problem. It is hard to ignore the statistics in the article Black and Brown Lives Matter: Cases of Police Killings and Assaults. It is hard to pretend that “Black Lives Matter” doesn’t matter and that the problem doesn’t exist until we face it and create change. To talk about the black lives matter movement while ignoring white privilege and ignoring the problem, as Vox showcased in the article, is to only address the symptoms without acknowledging the underlying festering disease. How can we continue to ignore the problem? Where to begin? It begins with me. 

Deconstructing Privilege: Teaching and Learning as Allies in the Classroom: 

"Colorblindness is the New Racism"  Raising Awareness about Privilege Using Color Insight.  

Author:   M.J. Armstrong and S.M. Wildman

(Click for article)

     “Colorblindness is the new racism” was a powerful read. As a white, female educator in our society, I am without a doubt afforded white privilege in many areas of my life. While reading this article, I was reminded of that! The authors poignantly convey the message that being blind to color or color blindness only perpetuates the “elephant in the room”. White people who have white privilege often aspire to colorblindness, believing it promotes equality (p. 66). This, however, only means people who experience white privilege fail to see the “white privilege” by continuing to ignore it and not engaging in topics about race. 

      As an educator, it is vitally important to teach about the importance of recognizing the “elephant in the room” and “color insight” instead of “colorblindness”. Of course, this is easier said than done. Color insight requires a committed effort not to sweep race under the rug but to rather name its presence and to examine its attributes from multiple perspectives, including the operation of privilege (p. 69). No magic wand is offered as a fix for systemic racism, white privilege, or color blindness. The wand can only offer a starting point for the conversation. The magic wand offers only a way to start the conversation rather than just to simply buying a bigger rug to sweep the problem under.

       As a white female teacher, I am keenly aware of my white privilege, especially in my school district. I believe part of this acknowledgement of white privilege was invigorated during my classes at RIC, especially those related to social justice. Just as the authors discuss racial observation exercises, the “Koosh” ball, and the powerline examples for teachers to use in class, I see it first starting with me. I was curious how I could infuse all of this into my curriculum, both in HS and preschool. I needed a start. While reading the article Teaching Privilege and Power, I was provided with the powerful insight of an elementary teacher who instilled social justice ideas into his elementary classroom and just how it worked for his community of learners. “All Lives Matter”, white privilege, and colorblindness are just a way of keeping the elephant in the room alive and buying a bigger rug to sweep the problems that we try to ignore underneath. How can we keep ignoring the problem? Again, I ask, where to begin? It begins with me. 

Privilege, Power & Difference ~ Allan Johnson

Privilege, Power & Difference

Allen Johnson

3 Talking Points

1. “All of us are part of the problem. But we can make ourselves part of the solution”.  This quote in particular I can relate to because I think many of us at one time or another have been on both sides of this issue. It is important to remember to stay the course and be the change you want to see in the world. 

2. “The hard and simple truth is that the we that’s in trouble is all of us-not just the straight, white, middle and upper class males - and it will take all of at least most of us, to get us out of it”. Key Point - ALL OF US!

    3. Diversity wheel: Get a sense of who you are. “The characteristics       

        at the center part of the wheel is very hard to change, the object 

        of quick and firm impressions, and can profoundly affect our lives”. 

        The Diversity Wheel was an eye-opening experience for me in a 

        previous class. It made me think about myself as an individual 

        and part of society. It is part of growing and changing to take a hard       

        and honest look at yourself before the real change can happen. 

 

   4. “Just as privilege tends to open doors of opportunity, oppressions tend 

        to slam them shut”. This particular statement is powerful. Again, it

        forces you to look at yourself, others, and the world around you. 

        It is time to find the solution and make the change. 

       The author argues that privilege, power, and difference shouldn’t be viewed as an individual's problem but rather a societal issue. It affects all of us. Johnson points out that privilege opens doors for those people have it while oppression slams them shut for those who do not. This is the societal issue that we collectively need to be part of the change and not the problem. 

All About Me!

       

     

      

Hi everyone! My name is Christine. Sometimes I feel like Miss Frizzle. I teach at Woonsocket High School / Woonsocket Area Career & Technical Center.  I teach grades  9 - 12 in the Child Studies program. It is a CTE program. My students are interested in learning more about child development, education, and teaching. In addition to classwork, my students intern in Woonsocket schools in the district from preschool to high school and everything in between. Besides my high school classes, I run a full-time preschool where the students work in my classroom. There are 18 full-time preschoolers ages 3 - 5 in my classroom. I am excited for the end of the school year. I love going to the beach, traveling, and spending time with my family. This summer, I will take my last classes at RIC for my master's in TESOL.  My favorite time of day is at sunset. 

                         Preschool Graduation Video