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Children are keen observers of their environment, but
sometimes the language they use to express their observations reflects
insensitive phrases or ideas they have learned from other people, media, or
environment. I encourage the children to problem-solve amongst themselves if
they have challenges with toy parts being stuck or accessing computer programs,
as I aim to help them gain some independence and cohesiveness as a group
(instead of becoming reliant on adults to fix every problem). A child, having only
been in my program for a month and still unsure of everyone’s names, was unable
to find the computer game he wanted. I was helping another child at the time,
so I reminded him that our 5th grade students, D.J.* and Harry*,
were able to find games, and perhaps he could ask one of them? He proceeded to
yell across the room, “Hey! Hey black kid! I need your help over here!” Some
children kept playing, others looked around the room for a “black” kid,
including D.J., who is of mixed ethnicity. I quickly told the child that we do
not call people by color of their skin, and that everyone has a name to use. I
did not do any follow up.
The message that could have been communicated to this child
by my response is that skin color is not something to be paid attention to-
that it is a taboo subject or of no significance. I also reinforced a
color-blind attitude towards D.J., sending the message that his differences
were not important, and that he should be recognized as a member of the
majority group, instead of an individual with differences to be proud of.
An anti-bias educator (and myself, when something like this
next occurs) might have responded by talking with the group about skin colors-
why they are different, other differences and similarities that children have.
The students could to an art activity using skin-colored crayons, examining
their own skin color and talk about different ethnicities and cultures, opening
up a time for questions and answers so children can put their feelings and
observations into words or pictures. An anti-bias educator would also likely
have a conversation with the children about how noticing a difference is okay,
but using children’s names are important. Playing name games to help the new
student learn all the others’ names could help. An anti-bias educator would
also speak with D.J. to check on his feelings and understandings of being
referred to as “the black kid”.
Supporting children as they make sense of the world around
them is important. As an educator, I have a responsibility to make sure the
messages I send about diversity of all kind are positive, taking up those teachable
moments as they occur.
*names changed
This was an excellent post. Your reflection upon the situation was honest and truly demonstrated growth as an anti-bias learner!
ReplyDeleteI wasn't able to determine from your post if this was a recent event. If you are still working with these children, what things might you still be able to do to promote anti-bias learning among the children on an ongoing basis?
This happened last school year, so it was somewhat recent. I do still work with these children, as my program spans grades K-6. I am working with them on reflecting on their own thinking, and problem-solving. The children I work with experience significant communication, cognitive, emotional, and social challenges, so promoting anti-bias learning is beginning in tiny steps, such as gender- it has to be something concrete that they can see and experience or it gets jumbled.
ReplyDeleteI wish you well on your work with the children. Two steps forward, one back... sometimes it works that way. You right in proceeding in measured steps.
ReplyDeleteI like the idea of playing name games so that newer children can learn classmates names. I think had the child known his name that he would not have called him by the color of skin. Sometimes I think children just identify with the first thing that jumps out at them, in this case it was the child's skin color. Maybe if there had been two children of the same race sitting there he may have identified him by something else such as the color of his shirt. We must use every moment with children as a teachable moment. Good luck with your work!
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ReplyDeleteCaroline,
DeleteI thought the way you handled the situation with the boys was very professional. Since he could not remember the two boys name ,maybe he could have referrred to an article of clothing they were wearing,or maybe hair color,glasses,etc.We as adults, tend to refer to others by skin color when complaining to a manager or supervisor. I personally try to look at name tags and refer to them by their name.
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