Kara Pac Spring 2015
Other People’s Children/Cultural Conflict in the Classroom
The Value of Understanding and Teaching from A Global Perspective so Not only is Misled
or “Left Behind
Part 1: Controversies Revisited:
Such a chapter was alarming and really honed in on the concept of isolation. The author
discussed the values of the culture and the teaching within the Alaskan community. Educators
are required to teach only the values and skills needed to survive within their village. Such is
limited and thus does not value diversity. One that is knowledgeable with diversity is able to
understand the world around them; the concept of isolation will only hinder society. Without
more global skills, such residents are not equipped for society or the job market; especially
outside the village. Such a chapter really honed in on the rural society and their beliefs and
values. Such a village is one that one would expect to see as it follows similar norms to that of
the early 1900’s where rights were even limited.
Part 2: Skills and Other Dilemmas of a Progressive Black Leader
Donald Graves works is a writing program that intertwines the bigger cognitive picture. It hones
in on the writing from the heart and experience, not just mechanics. It encourages individuals to
express themselves. Such a program is valuable to this section as the author hones in on the lack
of voice from black educator. Such skills and philosophy derived from Graves; needs to be the
backbone in order to change such a stigmatism. Such educators need to have power and voice.
Such a chapter encouraged me as an educator to not only values the voices of my colleagues, but
also those of my students. It is essential for them to know they have a voice regardless of their
background and they have the power to use it.
Part 3: The Silenced Dialogue: Power and Pedagogy in Education Other People’s Children
Such comes from the perspective of a black special education teacher that has a background that
is derived from the culture and education of white people. It hones in on the appropriate
education of black people. The arising question is “Is education the same for white and black
people?” Such was a focus on reading instruction. Such a topic is of huge importance.
Such a chapter allowed me to reflect on the performance statistics of African American children
in reading. The conclusion that I drew is that the variety of texts read in classroom are about
white people and their culture. Such puts African American students as a disadvantage. This
population is not able to fully connect to the literature in the classroom as it doesn’t necessarily
reflect their lives. If they can’t connect; comprehension is hindered as well as their engagement.
We as a society need to revisit our teaching practices and allow them to be more cultural and
global. We need to allow for more inquiry based learning and student choice. Such reflection,
allow this educator to research further a possible solution to black students in the classroom and
the cause of their performance.
According to Hart (2009)
U.S. schools are becoming increasingly diverse. One of the primary educational dilemmas facing
educators in the United States is the need for effective instruction for all children, including those
who come from diverse backgrounds and who may contend with learning and behavioral
disabilities. Second language learners with learning difficulties and disabilities constitute a
substantial population requiring specialized programs and strategies. It is critical for all educators
to arm themselves with research based assessment procedures and instructional techniques to
enable these students to reach their maximum learning potential, thereby facilitating their success
in school and beyond. (Hart, 2009, p.202)
Based upon the research above from Hart and the research that supports the disproportionate
representation qualifying for special education of minority groups from Hosp & Renchly (2004),
“By including a multitude of perspectives using varied methods, hopefully, these long-held
practices and beliefs can be exposed, examined, and corrected where necessary” (p. 196). With
such a statement, it is the educators that need to be knowledgeable with appropriate interventions
and instructional models that support the student’s needs based upon an understanding of their
culture, needs and styles. As an educator, I plan to further embrace the cultural component of a
child better. As a result of not simply knowing a child’s needs more deeply leads to the
disproportionate representation of minority students and special education. Through the use of a
leadership that is open and supportive.
According to Planty, et al. (2009) of the “nearly 54 million students enrolled in America’s
schools,44% are racial minorities, 20% are linguistic minorities, 16% are considered
economically disadvantaged, and 9% are identified as disabled” (p.8). With such a diverse
population and growing, we as leaders need to examine such cultures thoroughly, sculpt our
classroom instruction, get to know our students inside and out and most importantly promote
change (Sullivan & A’Vant, 2009). We as open leaders need to sculpt an educational system that
is organized to adequately support and embrace the learning of such a growing diverse student
population. Such a need is imperative and needs to begin with open leaders that collaborate and
support their staff in learning opportunities to further implement research based strategies and
instructional models to utilize to maximize student achievement. As stated many times above,
prior to identifying instructional models and approaches, knowing the student inside and out is
the map. Such a community builder of knowing students well and their families along with
building and maintaining strong relationships is the starting point on our map. Prior to our
starting point on our map, our planned trip needs to reflect our own cultural backgrounds and
how they shape our philosophy and practices and ways we need to improve as educators.
Overall lessons learned are derived from the fact that as a society we need to be more global with
our educational practices. We need to teach with a cultural perspective and value differences as a
way to learn and grow. We need to seek opportunity to offer a variety of literature to all of our
children. We can simply share not just one fairy tale, but a variety from other cultures as well.
We need to understand and change our practices as more and more of our students are becoming
more and more diverse. We are not just one population, we need to start to act like a society of
differences and support all so that no one gets misplaced or left behind as a result of cultural
barriers.
Work Cited:
Delpit, L. D. (2006). Other people's children: Cultural conflict in the classroom. The New Press.
Dunn, R., Honigsfeld, A., Doolan, L. S., Bostrom, L., Russo, K., Schiering, M. S., & Tenedero,
H. (2009). Impact of learning-style instructional strategies on students' achievement and
attitudes: Perceptions of educators in diverse institutions. The Clearing House: A Journal of
Educational Strategies, Issues and Ideas, 82(3), 135-140.
Florian, L. (Ed.). (2007).The SAGE Handbook of Special Education (pp. 55–84). London,
England: SAGE Publications, Inc.
Fowler, F. C., Hulett, K. E., & Kieff, J. E. (2011). Leadership, advocacy, policy, and law
(Laureate Education, Inc., custom ed.). Upper Saddle River, NJ: Pearson.
Hart, J. E. (2009). Strategies for culturally and linguistically diverse students with special needs.
Preventing School Failure: Alternative Education for Children and Youth, 53(3), 197-208.
Hosp, J. L., & Reschly, D. J. (2004). Disproportionate representation of minority students in
special education: Academic, demographic, and economic predictors. Exceptional Children,
70(2), 185-199.
Northouse, P. G. (2009). Leadership: Theory & practice (5th ed.). Thousand Oaks, CA: SAGE
Publications, Inc.
Planty, M., Hussar, W., Snyder, T., Kena, G., KewalRamani, A., Kemp, J., & Dinkes, R. (2009).
The condition of education 2009 (NCES 2009–081). Washington, DC: National Center for
Education Statistics, Institute of Education Sciences, US Department of Education.
Sullivan, A. L. & A’Vant, E. (2009).On the need for cultural responsiveness. Communiqué
(National Association of School Psychologists), 38(3), 8–9.