Saturday, October 27, 2012

Hopes and Goals...

Roll over for description.


Hello to All the Children of the World
From the album, Wee Sing Around the World, Lyrics & Music by Nancy Klein and Pam Beall

Hello, Bonjour, Buenos di’as,
G’day, Guten Tag, Konnichi wa
Ciao, Shalom, Dobrey dyen,                     
Hello to all the children of the world!

Verse
We live in diff’rent places from all around the world.
We speak in many diff’rent ways.___
Though some things might be diff’rent, we’re children just the same,
And we all like to sing and play.

Roll over for description.



Refrain
Hello, Bonjour, Buenos di’as,                   
G’day, Guten Tag, Konnichi wa
Ciao, Shalom, Dobrey dyen,                     
Hello to all the children of the world!

Verse
There are children in the deserts, 
and children in the towns
And children who live by the sea.
If we could meet each other to run and sing and play,
Then what good friends we all could be.

Refrain
Hello, Bonjour, Buenos di’as,                   
G’day, Guten Tag, Konnichi wa
Ciao, Shalom, Dobrey dyen,                     
Hello to all the children of the world!

     I challenge the EC community to go way beyond bilingualism, and truly embrace teaching practices that guarantee an environment conducive to equity and social justice for each individual within the environment.  A student is more than, for example, "a child from Mexico".  She is a person, who within her own culture also has her own name, her own family, her own experiences, her own thoughts and ideas... just like any other child.  It is a matter of going beyond surface culture, which unfortunately is often the status quo of cultural education, and pursue a deep understanding of the child and their family.
    Many, many thanks to everyone for all the thoughts, ideas, and shared experiences that have made the content of this class that much more tangible. 
         

Sunday, October 21, 2012

In Preparation for a Romanian Family


     
     In preparing for a family from Romania, I would endeavor to know more about Romania, specifically about families and children in Romania.  The internet is a great resource of information about other cultures.  For example on the following site, http://www.kwintessential.co.uk/resources/global-etiquette/romania.html, I can learn that Romania is part of Eastern Europe, and that the capital of Romania is Bucharest.  The ethnic make-up of Romania is fairly homogenous by comparison to the U.S. with nearly 90% of the people being of Romanian decent.  The religions of Romania are Christian-based, with most people being Eastern Orthodox.  Romanian families tend to be patriarchal, and it is expected that one will show respect to elders by addressing them with their appropriate title and surname, rather than their first name.  Romanians respect humility in themselves and others.  As a Montessori teacher, I would also utilize the Internet to make contact with Montessori teachers in Romania, for instance Montessori Kindergarten of Bucharest, http://www.gradinitamontessori.ro/en/.
     As a Montessori teacher, it is common to come in contact with families from all over the world.  In preparation for receiving a Romanian family to my classroom I would contact the family I know whose daughter was enrolled in the Montessori preschool program of my school.  I would ask them for translation services if necessary, and for advise on how to serve the cultural needs of the family.  I would also introduce the families to one another.
     Romanians traditionally take Christmas and Easter rather seriously, with elaborate customs and celebrations.  I would plan to invite the family to share with the class their traditional ways of celebrating important holidays in Romania, such as the art of painting Easter Eggs.   
     Through my own personal research of Romania via the Internet, Romanian Montessori Teachers, and local Romanian families with whom I am associated, I would basically hope to gain enough information about Romania to have an intelligent and respectful conversation with the family upon their arrival at the school.  This is the first, and most critical step in creating a trans-cultural rapport.  Once communications and trust are established, the family school relationships can grow beyond what is U.S. and what is Romanian, to something more personal such as the characteristics of this family specifically.
Spring time in Romania

Thursday, October 18, 2012

Extra: The "Peaceable Kingdom"/The Early Childhood Environment



The Peaceable Kingdom -Edward Hicks
I once explained the notion of creating the early childhood environment as a "safe haven" for all who enter, to a colleague of mine.  I described the early learning environment that I endeavor to create as a Peaceable Kingdom (“Worcester Art Museum, 1833), from the well-known painting, which I saw as a child.   I am not a religious person at all, but I can connect with the verse in Isaiah (11:6) that states, "In that day the wolf and the lamb will live together; the leopard will lie down with the baby goat. The calf and the yearling will be safe with the lion, and a little child will lead them all" (Isaiah, Holy Bible, New Living Translation, 2004).  My colleague questioned the fruitfulness of my endeavors, and asked if I really thought that the peaceful environment we created in the classroom could possibly transcend into the child’s life away from school.  I told her that my goal was to give every child in the class a chance to experience a peaceful environment… to see what it looks like, to hear what it sounds like, to feel what it feels like to be safe- functioning fully in the same space as people who are not just like them, and to experience the countless benefits of that peaceful environment and know what it takes to make that happen.  My hope is that these children will understand, as well as develop and have the skills to create peaceful, productive environments of their own as they mature into adulthood.

Resources:

Isaiah, Holy Bible, New Living Translation. (2004, 2011). Isaiah 11:6. Biblos. Retrieved October 18, 2012, from http://bible.cc/isaiah/11-6.htm

Worcester Art Museum - Edward Hicks: The Peaceable Kingdom. (n.d.).Worcester Art Museum. Retrieved October 18, 2012, from http://www.worcesterart.org/Collection/American/1934.65.html

Sunday, October 14, 2012

The Personal Side of Bias, Prejudice, and Oppression

I'm going to retell just one of what ended up being many gender transgressions against a friend of mine when she was a firefighter in the Santa Fe Fire Department.  My friend Stacia (I've changed her name) decided to become a paramedic, which in Santa Fe also means you become a fire fighter.  The decision to join the department came when as a waitress, she became aware that upon leaving the establishment, one of the female customers had been beaten and raped.  The victimized woman came back to the establishment seeking help, and the fire department (paramedics) were called.  My friend Stacia, comforted the woman until the paramedics arrived, at which point she made room for the paramedics to care for the woman.  As Stacia stood back and watched, she saw the fear in the woman's face as she was confronted by the male paramedics, who, with great emotional detachment, followed the protocols they had been taught in regard to efficiently assessing the condition of a rape victim.  Stacia said she thought to herself, "I can do that better."  So Stacia went through the classes and the training and became a fire fighter/paramedic.  She was one of the first women admitted to the department, which traditionally had been dominated by Hispanic men, but eventually admitting a few white men as well.  Over the course of many years, Stacia finally worked her way up to Captain of Station 1 (The busiest fire station in the city, and responsible for the greatest amount of historically significant and valuable real estate).  But as a woman, in the Santa Fe Fire Department life was difficult for Stacia.  Stacia married another fire fighter and when she became pregnant with her first child, she was surprised by the blatant lack of support she received from the department.  Many of the men in the department felt that women did not belong among their ranks, and especially pregnant women.  After her baby arrived she wanted to make sure that her daughter received breast milk for at least the first year of her life.  In order to make this happen Stacia pumped her breasts when she was away from her daughter, and stored the breast milk in the freezer at work.  One day when she went to retrieve the bottles of milk she had stored, before going home, she found that the freezer had been chained, and pad-locked shut, by her crew.  Although angry and more than eager to get home to her daughter, she remained focused.  As the well trained and resourceful woman she was, she went down to the fire engine, retrieved a pair of bolt cutters, went back to the freezer and cut the chain off of the freezer.  She retrieved the breast milk she had stored (thankful that it was still there) and went home.  No complaints filed.  Later Stacia had a second child.  Over the course of many years, Stacia was finally honored with the rank of Captain, and with great care and fortitude was able to develop and lead a closely knit, respectful group of men, all the way up to the time of her retirement.

When I first heard this story, I found it first of all hard to believe... then I found it hard to really feel what Stacia must have felt.  I remember as a mother how hard it was for me to leave my children when I was nursing... but to come off of a 48 hour shift just to find that all the breast milk I had so carefully stored was locked in the freezer by one of my crew mates would have been appalling.  And no one... Not one member of her crew was willing to help her retrieve the milk.  It has been 10 years since Stacia shared that story with me.  Now that I am ten years older I look back on the incident and am even more appalled.  That fact that Stacia did not file any complaints was probably, at the time, the wisest thing to do.

Sometimes the best thing we can do, when we have little to no recourse, in our attempts to fight back against bias, prejudice, and oppression, is to make sure that we teach our sons and daughters to not engage in nor tolerate discrimination.      

Monday, October 1, 2012

The Teaching of Racism

     I remember a scenario involving a micro-aggression witnessed by my girls while visiting their grandmother in South Carolina.  My girls aged 16 years and 13 years were visiting their grandmother and her husband last summer near Charleston, South Carolina.  While having dinner with extended family members of the family, one of the men at the table brought something up about Jewish people.  He then turned to his son, who was about 8 years old and said, "Do you have any Jews in your class?"  His son replied by saying he didn't know.  Then his father said to his son, "Always try to sit next to the Jewish kid in the class so you can get good grades."  When my girls came home and reported this incident to me I was appalled but not surprised.  They [my girls] were both shocked at the time.  This was indeed a father's careful instruction to his son on how to perceive Jewish children, and how to behave with micro-aggressions against them. 
  
     A quote from this weeks introduction page comes from one of my favorite musicals South Pacific, "You've got to be taught to hate and fear; you've got to be taught from year to year; it's got to be drummed in your dear little ear; you've got to be carefully taught."  I was about 8 years old when I first became acquainted with this musical, and I remember discussing the lyrics of this song with my mother who was passionate about anti-racism.  
     Another important musical to see, which explores anti-semitism in Russia is Fiddler on the Roof, shown above.