Recently I received two similar requests from two different sources within the span of a few hours. Maybe there was something in the air, but suddenly people were thinking about race. A high school teacher wrote to ask for reading suggestions that might help teachers (read: white) to reach African American students. A short time later a college administrator asked if I would be available to do a diversity training for faculty (read: white). They had a 20 minute slot available in which to address the issue.
Both of these individuals were well meaning and I'm glad they asked for help. This is not a critique of their intentions. Reading is always a good idea, and 20 minutes is better than no minutes, I guess. (Although it did make me think of Father Guido Sarducci's Five Minute University. If you've never seen it, it's worth a watch -- now that would make for an interesting session. Marianne Modica's five minute diversity training. Hmm...).
Here's the thing -- both of these requests are based on the premise that somewhere out there exists a magic formula for educational equity. Just say this, do this, repeat this phrase, ask these questions in this tone of voice, maybe learn to rap a little, and your students will magically respond and learn, learn, learn. Sadly, there is no magic formula. Yes, there are some basic concepts that white teachers can start thinking about, such as their own position of privilege and how our educational system is designed to reproduce racial and social inequity. They can think about creating culturally relevant classroom spaces, and how to maintain high expectations for all students while differentiating instruction to meet the needs of those same students. Most importantly, they can commit to making a sustained effort to equity that will require reflection and a rethinking of classroom policies.
The five minute diversity training approach might make us feel better about ourselves as whites, but will do little to equal the woefully unequal playing field that we've inherited through centuries of oppression.
I think I sat through quite a few of these 20 minute presentations on race during grade school and high school. It seemed like a February ritual.
ReplyDeleteYeah, Marianne, but you gotta start somewhere. Are you complaining because it was only 20 minutes? Or did you sense an attitude of "This one program will solve all our race problems?"
ReplyDeleteTo change people's minds about anything, takes time!
That's my point -- 20 minutes is not a lot of time. So, while I'm glad for any time at all to talk about ways of improving education for students, and I'm glad for any opportunity to talk to teachers about white privilege, culturally responsive teaching, etc., it's problematic if white teachers and administrators think there's an easy fix. If that's the case, their efforts may be another form of tokenism.
ReplyDeleteIn your view, what should have been done besides asking for 20 minutes? what would have been a sign that the white administrators were not merely offering lip service?
ReplyDeleteA consistent effort over an extended period of time would show they have an understanding of the complexity and importance of the issue of racial inequity in education.
ReplyDeleteSo what has to happen is diversity education as part of a year round program. That makes sense. Education is all about repeating information till it sticks. I would have thought more schools already had programs like that.
ReplyDeleteWell, it's not really about repeating information, it's about taking the time to read, think about, and process information, and to deal with the emotions that information brings up.
ReplyDeletewell, if that's the case, you need to come back to my congregation because once is not enough :)
ReplyDeleteAny new material to share?
Just the dissertation -- don't know if they'd be interested in that!
ReplyDelete