Like I have said before my classroom is very diverse. It is clear that the students come from a variety of different backgrounds. I image that if I were the teacher in this classroom I would face many challenges when collaborating with the students as well as their families.
While collaborating with the parents of my students I would think I would face challenges because I would not know them as well as I would know their children. From what my teacher has told me I understand that my students and their families have a wide variety of differences. I think that while I collaborate with the parents problems will come up because I am not familiar with their life experiences or their past. It is clear that in my classroom the families come from a number of societies. Some of the families are poor, some are wealthy, and some are middle class. I would assume that I would face challenges because of this because in order to understand a society you need to learn about it and be told about it.
In order to address these challenges I would go out of my way to understand the students and their families. I would spend time with the parents and I would listen to the stories that they tell. I feel like this is the most important because in order to collaborate with someone you need to understand where they are coming from. In some classrooms teachers have a day that is completely devoted to the student and their culture. If I were the teacher in my classroom I would have a day like this. I would have a day where the students and their parents could come in and talk about their culture and their society. On days like this the student and the parents could bring in things like artifacts or foods to help show important things. I believe that days like this are very important especially in a younger classroom because from a young age the students are being taught about other cultures and societies, and it also gives the teacher a chance to be familiar with the parents. In another classroom I worked in every Friday and parent of a student would come in and read to the students or teach a lesson plan. I would like to do this too in my classroom because it gives the parents and the teacher a chance to collaborate more often, which is always good!
Lisa Delpit argues “the culture of power” She then proposes the five aspects of power. 1. Issues of power are enacted in classrooms. 2. There are codes or rules for participating in power, that is, there is a “culture of power”. 3. The rules of the culture of power are a reflection of the rules of the culture of those who have power. 4. If you are not already a participant in the culture of power, being told explicitly the rules of that culture make acquiring power easier. 5. Those with power are frequently least aware of or least willing to acknowledge its existence. Those with less power are often most aware of its existence.
This would connect to my collaboration with the parents in my classroom because we would come from different cultures. Rule 4 would be very important to me as a teacher. Delpit points out that members of any culture transmit information implicitly to co-members. However, when implicit codes are attempted across cultures, communication frequently breaks down. As a teacher dealing with parents from all different cultures I would need to make sure that the communication does NOT break down. I will do this by learning about the cultures and like Delpit says “being told explicitly the rules of that culture”. This connects to what I want to do with a multi-cultural day or having parents always be in and out of the classroom working one on one with me and the students.
2 comments:
I really like how you made your connection to Lisa Delpit. It makes complete sense to relate it to "the culture of power." You specifically mentioned number 4 which is huge because you, as the teacher, would be in the culture of power while most of the parents may not be. But by perhaps talking about where they come from and where you come from and sharing similarities and differences could help the communication to not break down.
As a teacher you would have to try to avoid number 1 and try not to have any kind of authority over children or parents who are minorities. I.E. "veiled authority" which apply to all 5 aspects of power. As a teacher, you should not use veiled authority excessively, especially with those not in the "culture of power."
I have a story about teacher/parent relations from my own classroom. I was talking to my teacher and she told me that when she first started teaching one of the parents told her that the child has no respect for her (the teacher) because she doesn't yell. If she yelled, then the child would listen.
Personally I don't believe in yelling at a student, and my teacher is not a yeller. She told me it took her some time to figure out a method that works from the get go. She sets the ground rules the first day of school and comes off as very strict and in control. She also picks out her students that are known as trouble makers and makes them her "right hand" buddies to help pass papers out, or do other little things to make them feel like they need to be good so they don't let her down because she wants their help.
Also, I think you're idea of a multi-cultural day is awesome! I would like to do that in my class too :)
HI Alexa,
Your connection to Delpit is strong; you demonstrate an understanding of her argument and an ability to apply them to your future pedagogy.
One caution: Although multicultural celebrations are fun and can be instructive, they sometimes replace a daily attention to inclusive, democratic curriculum. I urge you to avoid that trap.
Keep me posted,
Dr. August
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