Please read Chapters 4 and 5, pp. 57-75, in your purple text The Great White North?Choose two (2) questions from each chapter (provided at the end of each chapter, p. 66 and p. 75). In all four of your responses, be sure to include at least one quote or textual example from the chapter to support your response.
CHAPTER 4
1. How is being White problematic for an instructor who is teaching Aboriginal students?
This entire chapter discusses the way that a White teacher, who is teaching a class entirely of Aboriginal students. The author discusses the ways in which his Whiteness was clearly defined in the class. He speaks about how the way that the classroom was structured at the begining of the class clearly defined the way that White classes are defined and how the teacher stood infront of the class, showing his status above the students. Of course, in the Aboriginal community, everyone, despite the age is respected and defined as equal, sharing knowledge and advice with eachother without any clear definitions of their 'status'. Also, the ways in which the White school systems instruct the class clearly make the curriculum based upon the White European history and content, not giving regards to the views, beliefs and educational practices of other races, such as the Aboriginal people. Another clear distinction made in the chapter was how the White teacher does not understand or know the ways of the Aboriginal people. Many were conflicted with having a White man teach them the European views of the Aboriginals and others, of having a White man teach them in the views of their people. Many races may say that because you are not of their race, "you can't understand" the ways, beliefs, or views of that particular race.
2. Can a White instructor become "culturally sensitive" and, if so, how can cultural sensitivity be practiced in the classroom?
The first thing that stuck me about this question was the referral to 'cultural sensitivity'. To me, this can mean two things, as I have observed two possible meanings to these words. Cultural sensitivity could mean that the teacher, parent, or whoever, tries to understand the beliefs, religion and views of the different culture and attempts not to allow stereotyping or racial indicators influence how they view a particular person or culture. Another meaning is that a person could be so sensitive to this idea of accepting and not labeling, that they try to avoid any sort of reference or comment or thought towards the difference within the two races. They attempt not to say the name of the race, point out differences or say things that may be politically incorrect. This, however, causes more emphasis upon the other race, as both of you become aware that there is differences, but you are uncomfortable discussing it. The other member might become more offended with you trying so hard to avoid an attribute that is not so important, than if you were to accidentally mention an idea or observation.
In the classroom, a teacher must be aware of the different races and cultures that he or she has and become accepting of the difference that are there. The author, Northcott gives many examples as to how he used the differences in his classroom in order to tie them to the curriculum he was teaching. He allowed the Native American race, which was the entire class, learn in the ways that best suited them and their culture. Sitting in circles of communities, rather than in individual desks, having everyone talk, rather than picking on certain students, and being removed from the class at points to allow unbiased and emotional, thoughtful responses from the class. True, a teacher that has many races in the class cannot signal out a specific way to learn, as Northcott did, but he or she had draw on the different learning techniques and allow the student to do what he/she feels comfortable doing for the betterment of learning. A teacher, however, must always remember that he/she is the authority in the class, and must use the differences in moderation and in appropriate situations, but use them nonetheless.
CHAPTER 5
1. Are institutions White?
Being White, born and living in an environment that is highly North American/Westernized, I would have to say, yes. Though the Aboriginal people were here first and we did take much of their land, the world around us is highly White. Schools use European/Western curriculums, drawing on that history rather that those of the other races/cultures. Businesses are driven on money, capital gain, a European/Western view of life. People of different race might be viewed as people who may not be productive in gaining that capital, that drive in order to make money. "When you are raised in the environment and with the ethic of balance and fairness, you are constantly searching for balance and fairness in your life." This is a quote found on page 72 of Lindberg's text. To me, this sticks out because it is true in some respects, businesses are not fair, they are not balanced. There is fighting, arguments, disagreements, lust for gain and there is no shame in stepping over another to achieve that gain. That is a typical understanding of the White industrialized society.
2. How do the histories, employees, and policies of institutions reflect Whiteness and White principles?
As mentioned above, the White community is very much economy driven. We crave money, consumer demands and personal gain. We do not care who we step on, what we distroy or who we hurt when aiming for these goals. The industrial revolution is such an example. Large buildings and factories built upon beautiful green land, women, children and the weak used as workers, labourers in them. No sunlight, no rest, minimum pay and abuse were taken just to gain the little money they were given in hopes that it would be enough to survive another day. Whiteness is so economy driven that we care not about the people we use or the lands we destroy as long as we, the profit makers, get the money, the land, the people and the power. "You will battle every day for balance in your Western workspace."(p. 72) No matter what race, what colour, what culture, if you are living and working in a Westernized society, there will be little fairness, little acceptance and little power given to you by your superiors.
Thursday, October 25, 2007
Sunday, October 21, 2007
2 part blog question OCT 22nd
QUESTIONS
1. Choose one quote from pp. 43-45 of The Great White North? State the quote in your blog posting, then compare and contrast this quote with your own definition of whiteness by answering these three questions: How do you interpret the meaning of the quote? How does its meaning expose a certain truth about the concept of whiteness? Does your definition of the concept prove or disprove (agree or disagree with) the perception of the chapter’s author, James Frideres?
2. Reread the first full paragraph on p. 51. Considering yourself a future teacher, create two open-ended questions that if given the chance you would ask the author, James Frideres, about his ideas in this paragraph as they relate to your (future) teaching practices. Then, for each question, propose your own response to the question. If you believe the question is unanswerable, provide a detailed response explaining why its unanswerable.
ANSWERS
1.“However, what they do is not seen as ‘Whiteness’ but rather ‘Normal.’”
This above quote, found on page 44 of The Great White North, is one that struck me while reading this text, because, to me, this is quite true. Whiteness is not so much a racial identity to most people, but rather the normal way that people see the world. Living in a country that was dominated by White Europeans, it is quite usually the “White” way that is the normal way of living. White privileges, white opportunities and white decisions are usually the standards of the society in which we live in. This is the norm, the ‘obvious’ identity and the ‘natural’ state of most people. This entire chapter was discussing the idea of the normal race, the race with privileges and the race with power. It is quite true. This quote, given by the author, is how many white people; if not most of the white people view themselves and the world in the concept of race.
2. A) "Colour-blindness is neither blindness, nor an inablitly to see colour."
How could teachers open their eyes more in order to be able to "see" the different cultures that are within their classroom and their school?
Due to the "white resistance to seeing" many people, including teachers, are unable to, or refuse to, see the variety of people that surround them in everyday life. True, we live in a community that is mostly dominated by the White race, but there are so many other races that live within it. Many people find themselves unable to open their eyes and accept the different people around them. One way that a teacher could open their eyes could be to learn about the different cultures that he or she has in their class, adjust rules according to the differences, or talk to others who have had experiences with different races or cultures. On a higher level, the school community could do the same with the school as its intirety.
B) "By neither questioning nor challenging the neutrality of the White perspective, most post-secondary educational institutions and colleges of education silently condone it."
Why is it that many do not question or challenge the neutrality of the White perspective?
I find that many people do not seem to question the norm of the White community because so many people are used to the ways that the White people have dominated the world around them. It is normal for them, and so, thinking that this is the way that the world is, very few try to change it. Very few find that there is anything wrong of the dominance of the White race and so, despite the fact that there are other races around them, it is rare that people collaborate the ideas or the principles of the different communities. Why change it, if it is the norm of the community/society around us? Why change it if we accept the way that things are?
1. Choose one quote from pp. 43-45 of The Great White North? State the quote in your blog posting, then compare and contrast this quote with your own definition of whiteness by answering these three questions: How do you interpret the meaning of the quote? How does its meaning expose a certain truth about the concept of whiteness? Does your definition of the concept prove or disprove (agree or disagree with) the perception of the chapter’s author, James Frideres?
2. Reread the first full paragraph on p. 51. Considering yourself a future teacher, create two open-ended questions that if given the chance you would ask the author, James Frideres, about his ideas in this paragraph as they relate to your (future) teaching practices. Then, for each question, propose your own response to the question. If you believe the question is unanswerable, provide a detailed response explaining why its unanswerable.
ANSWERS
1.“However, what they do is not seen as ‘Whiteness’ but rather ‘Normal.’”
This above quote, found on page 44 of The Great White North, is one that struck me while reading this text, because, to me, this is quite true. Whiteness is not so much a racial identity to most people, but rather the normal way that people see the world. Living in a country that was dominated by White Europeans, it is quite usually the “White” way that is the normal way of living. White privileges, white opportunities and white decisions are usually the standards of the society in which we live in. This is the norm, the ‘obvious’ identity and the ‘natural’ state of most people. This entire chapter was discussing the idea of the normal race, the race with privileges and the race with power. It is quite true. This quote, given by the author, is how many white people; if not most of the white people view themselves and the world in the concept of race.
2. A) "Colour-blindness is neither blindness, nor an inablitly to see colour."
How could teachers open their eyes more in order to be able to "see" the different cultures that are within their classroom and their school?
Due to the "white resistance to seeing" many people, including teachers, are unable to, or refuse to, see the variety of people that surround them in everyday life. True, we live in a community that is mostly dominated by the White race, but there are so many other races that live within it. Many people find themselves unable to open their eyes and accept the different people around them. One way that a teacher could open their eyes could be to learn about the different cultures that he or she has in their class, adjust rules according to the differences, or talk to others who have had experiences with different races or cultures. On a higher level, the school community could do the same with the school as its intirety.
B) "By neither questioning nor challenging the neutrality of the White perspective, most post-secondary educational institutions and colleges of education silently condone it."
Why is it that many do not question or challenge the neutrality of the White perspective?
I find that many people do not seem to question the norm of the White community because so many people are used to the ways that the White people have dominated the world around them. It is normal for them, and so, thinking that this is the way that the world is, very few try to change it. Very few find that there is anything wrong of the dominance of the White race and so, despite the fact that there are other races around them, it is rare that people collaborate the ideas or the principles of the different communities. Why change it, if it is the norm of the community/society around us? Why change it if we accept the way that things are?
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