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?
Thursday, October 18, 2007
Its funny
It's really funny, that after spending only a few weeks in a class based on Multiculturalism, that I have begun to notice little references to race in my every day life. Recently I was reading a book from Piers Anthony called ZOMBIE LOVER. In this book, this girl Brenna from our world, called Mundania, came to the magical land of Xanth during a wave of migration. This wave was called the Black Wave. Usually, this would be a simple term, except for the fact that it was called this due to the fact that every migrant that came over to Xanth from the Mundane world was in fact Black. It was called the Black wave because every member was of Black colour. This struck me as highly superficial and based souly upon appearance, which was true. Throughout the book, when a native of Xanth saw Brenna, they immediately saw her skin, her black skin. "You must be from the Black Wave." "Her Black skin." and so on and so forth. I had read this book twice before and yet, it was only after I was made aware of the superficial mentionings of race, did I realize that some seemingly harmless things can be based upon race or racism.
Sunday, September 30, 2007
3-Part Blog Assingment due prior to our October 15th meeting
1. As you view the film Stuart Hall: Race, the Floating Signifier, choose two quotes by Hall that you found either compelling or contentious.
Unfortunately, due to technical difficulties, the class was unable to view this film, therefore, this question cannot be answered.
2. Choose one exercise, assignment of piece of advice offered in Chapter 8 of Fox's book, When Race Breaks Out.
The exercise I chose is entitled All Our Ethnicities. The exercise contains small groups of students who share their ethnic and family backgrounds, some influences that have shaped who they are, and/or their concept of "home". Bringing them into the classroom, a few would discuss the most interesting things they learned. This would allow the students to learn about the backgrounds that they and other students have and bring the different ethnicities together.
I think that this exercise is a good idea to try in a class that has multicultural students. Through discussions and questions, children would be able to learn about the other culture or religion, opening up the two worlds and sharing stories and facts about the other child. This would 'break the ice', as one might say, to the history and culture of the other student, possibly enabling the students to bond.
However, I think that this is a little bland, as the activity allows only a few students to gain the opportunity to share their history. True, the students start in smaller groups, but those that were not in the same group as the students not speaking do not get to learn about that culture. In order to make this a little more opened, perhaps the teacher could get one student from each of the small groups to share what they learned of each student in the group. This would allow everyone in the class to learn the cultures of the classroom.
3. After reading the Forward, Introduction and Chapter One of The Great White North?, choose two questions posed at the end of Chapter One and respond to them on your blog.
a) In what ways did/has Whiteness entered your life in Canada as either privilege and/or oppression?
Well, my Whiteness, when I was a child, was always pointed out to me, as I was raised in the Bahamas, however, once returning to Canada, I found that it was not so obvious. Upon living in Canada I am much more privileged than I was in the Bahamas. With more money than we had in Nassau, my family is able to afford a house, rather than rent, have 2 cars rather than a broken down one, and we have computers, televisions and phones. It is obvious to me, rather than the younger children of my family, that we are more privileged as White people in Canada than in the Bahamas.
b) In what ways can you and your students/clients/family work to articulate and transform the authority of Whiteness at the individual, societal, community, and institutional levels of the local and national levels of Canada?
Unfortunately, this is a very hard question to answer as the idea of Whiteness is seen everywhere in a society such as Canada, after all, the majority of the people in Canada are White. However, when authority is in question, one must always keep in mind the aspect of another's culture or heritage. These may alter the ways that people of another culture may be affected by our White authority. In schools or offices, the principal or manager must be aware of the different cultures he has below him and take them into account when the time for discipline in needed. Teachers and assistants would also do well to know what cultures they have in their class and address the rules and authority in way that all the students would understand. Slowly, the schools and offices will begin to transform themselves into a multicultural place of authority, not just one of Whiteness.
Unfortunately, due to technical difficulties, the class was unable to view this film, therefore, this question cannot be answered.
2. Choose one exercise, assignment of piece of advice offered in Chapter 8 of Fox's book, When Race Breaks Out.
The exercise I chose is entitled All Our Ethnicities. The exercise contains small groups of students who share their ethnic and family backgrounds, some influences that have shaped who they are, and/or their concept of "home". Bringing them into the classroom, a few would discuss the most interesting things they learned. This would allow the students to learn about the backgrounds that they and other students have and bring the different ethnicities together.
I think that this exercise is a good idea to try in a class that has multicultural students. Through discussions and questions, children would be able to learn about the other culture or religion, opening up the two worlds and sharing stories and facts about the other child. This would 'break the ice', as one might say, to the history and culture of the other student, possibly enabling the students to bond.
However, I think that this is a little bland, as the activity allows only a few students to gain the opportunity to share their history. True, the students start in smaller groups, but those that were not in the same group as the students not speaking do not get to learn about that culture. In order to make this a little more opened, perhaps the teacher could get one student from each of the small groups to share what they learned of each student in the group. This would allow everyone in the class to learn the cultures of the classroom.
3. After reading the Forward, Introduction and Chapter One of The Great White North?, choose two questions posed at the end of Chapter One and respond to them on your blog.
a) In what ways did/has Whiteness entered your life in Canada as either privilege and/or oppression?
Well, my Whiteness, when I was a child, was always pointed out to me, as I was raised in the Bahamas, however, once returning to Canada, I found that it was not so obvious. Upon living in Canada I am much more privileged than I was in the Bahamas. With more money than we had in Nassau, my family is able to afford a house, rather than rent, have 2 cars rather than a broken down one, and we have computers, televisions and phones. It is obvious to me, rather than the younger children of my family, that we are more privileged as White people in Canada than in the Bahamas.
b) In what ways can you and your students/clients/family work to articulate and transform the authority of Whiteness at the individual, societal, community, and institutional levels of the local and national levels of Canada?
Unfortunately, this is a very hard question to answer as the idea of Whiteness is seen everywhere in a society such as Canada, after all, the majority of the people in Canada are White. However, when authority is in question, one must always keep in mind the aspect of another's culture or heritage. These may alter the ways that people of another culture may be affected by our White authority. In schools or offices, the principal or manager must be aware of the different cultures he has below him and take them into account when the time for discipline in needed. Teachers and assistants would also do well to know what cultures they have in their class and address the rules and authority in way that all the students would understand. Slowly, the schools and offices will begin to transform themselves into a multicultural place of authority, not just one of Whiteness.
Thursday, September 13, 2007
Tatum! Chapters 2 and 3. Question and Response
Chapter 2)
Comment: Based upon the quote on page twenty-six. In this section of her book, Tatum describes the stereotypical assessments that one makes when describing a certain race. For example, hair thickness, nose size, shape of eyes. She mentions that, due to these constant negative (or in some cases positive) view of certain aspects of one's appearance, many people are wishing to change, or have changed, that certain trait.
I find that so many of these people have this negative feeling about themselves because of the influence of the media, as well as social comments. The media is one of the worst forms of criticism there is. They are constantly portraying the ideal person, or the ideal race, or the highly stereotypic aspects of a race, portraying the way things ‘should be’. However, despite this fact, there are people fighting to oppose this ‘ideal’ view that the media has on someone, and yet, there are people, groups of people, aiding with this stereotypic view. How can a fat person over come his or her negative views if people around them continue to criticize. How can a black person overcome the racial slurs of black people of influence, such as rappers and actors, continue to act to these stereotypic traits?
Question: How can one over come the media’s portrayal of what race is?
Chapter 3)
Comment: Posted below is a similar topic as to this next question.
After reading chapter 3 of her book, I found that a reoccuring topic or idea is the idea of how to address the ideas and concepts of race when a child asks a question. Many of us think that addressing race with comments such as "They don't match." "Why is her face dirty?" is a negative thing and should not be commented. However, children, especially young children do not see how bad or inappropriate the question might be. So instead of simply saying "shh" to the child, how would one address this?
I myself grew up in the Bahamas, so I knew that there was a cultural difference, a skin difference, than my black schoolmates, but I never had to deal with racism. I was accepted with awe and open arms. Of course, I had comments, such as "Your skin is like a china doll." Or "are all canadians blonde with blue eyes?" But these were answered by the teachers and parents around me. I myself do not remember asking anyone about those differences.
Question: How would one discuss the issues of race and racism to a child if, as a child himself, he was not talked to?
Comment: Based upon the quote on page twenty-six. In this section of her book, Tatum describes the stereotypical assessments that one makes when describing a certain race. For example, hair thickness, nose size, shape of eyes. She mentions that, due to these constant negative (or in some cases positive) view of certain aspects of one's appearance, many people are wishing to change, or have changed, that certain trait.
I find that so many of these people have this negative feeling about themselves because of the influence of the media, as well as social comments. The media is one of the worst forms of criticism there is. They are constantly portraying the ideal person, or the ideal race, or the highly stereotypic aspects of a race, portraying the way things ‘should be’. However, despite this fact, there are people fighting to oppose this ‘ideal’ view that the media has on someone, and yet, there are people, groups of people, aiding with this stereotypic view. How can a fat person over come his or her negative views if people around them continue to criticize. How can a black person overcome the racial slurs of black people of influence, such as rappers and actors, continue to act to these stereotypic traits?
Question: How can one over come the media’s portrayal of what race is?
Chapter 3)
Comment: Posted below is a similar topic as to this next question.
After reading chapter 3 of her book, I found that a reoccuring topic or idea is the idea of how to address the ideas and concepts of race when a child asks a question. Many of us think that addressing race with comments such as "They don't match." "Why is her face dirty?" is a negative thing and should not be commented. However, children, especially young children do not see how bad or inappropriate the question might be. So instead of simply saying "shh" to the child, how would one address this?
I myself grew up in the Bahamas, so I knew that there was a cultural difference, a skin difference, than my black schoolmates, but I never had to deal with racism. I was accepted with awe and open arms. Of course, I had comments, such as "Your skin is like a china doll." Or "are all canadians blonde with blue eyes?" But these were answered by the teachers and parents around me. I myself do not remember asking anyone about those differences.
Question: How would one discuss the issues of race and racism to a child if, as a child himself, he was not talked to?
Wednesday, September 12, 2007
Black Or White can Heal the World
After reading some of the videos posted on youtube, I remembered that alot of song writers and singers have approached the idea of Race and Racism. They attempt to put it into a positive perspective or give us their own feelings on the idea of Racism. Michael Jackson, despite the controversy of his own race, has created a few videos on the concept of race and racism. For Example: his videos, Black Or White, and Heal the World. Both of these video address his views on race and contain imagery of different races and different anti-____ groups, such as the KKK.
I find that alot of people, if they simply listen to some of the lyrics of Michael's, and so many other's, songs, can benefit from the different perceptives of Racism.
" See, It's Not About Races
Just Places
Faces
Where Your Blood
Comes From
Is Where Your Space Is
I've Seen The Bright
Get Duller
I'm Not Going To SpendMy Life Being A Color"
I find that alot of people, if they simply listen to some of the lyrics of Michael's, and so many other's, songs, can benefit from the different perceptives of Racism.
" See, It's Not About Races
Just Places
Faces
Where Your Blood
Comes From
Is Where Your Space Is
I've Seen The Bright
Get Duller
I'm Not Going To SpendMy Life Being A Color"
http://youtube.com/watch?v=-eGapuYUTOo --black or white
http://youtube.com/watch?v=2boee8XEHA0 --- heal the world
Tuesday, September 11, 2007
Are we all able to talk?
After reading this assignment for my multicultural class, I noticed that one key concept is that when dealing with racism and other isms, one way to educate the kids, both your own children and the students that one may be instructing in the future, is through talking. The only thing is, what if one does not know how to address theses questions? I myself grew up in the Bahamas, so I knew that there was a cultural difference, a skin difference, than my black schoolmates, but I never had to deal with racism. I was accepted with awe and open arms. Of course, I had comments, such as "Your skin is like a china doll." Or "are all canadians blonde with blue eyes?" But these were answered by the teachers and parents around me. I myself do not remember asking anyone about those differences.
I was never educated on the aspects of race, as I felt no difference in the race between someone of Black or White coloured skin. However, my brother is 4 and will be starting school soon. How will I, as an older sister, as an educator, help him understand? I feel it is too complex to tell him about melanin and the biological differences, but I do not want to simply say. "Well, he is different." How would one obtain the capabilities to answer the child's simple and yet, so complex questions about Race?
I was never educated on the aspects of race, as I felt no difference in the race between someone of Black or White coloured skin. However, my brother is 4 and will be starting school soon. How will I, as an older sister, as an educator, help him understand? I feel it is too complex to tell him about melanin and the biological differences, but I do not want to simply say. "Well, he is different." How would one obtain the capabilities to answer the child's simple and yet, so complex questions about Race?
What does it mean to have a cultural identity? 09/10/07
Cultural Identity is such a hard definition for someone to answer as it covers such a broad aspect of what the two words mean. When defining culture, the Oregon State Educational website http://oregonstate.edu/instruct/anth370/gloss.html states that culture is "The learned patterns of behavior and thought that help a group adapt to it's surroundings." In general it is what we have grown to understand and accept as the norm to where we live.
Now, Identity is used to describe something according to similar aspect and attributes. It is what makes us the same in certain respects or different in others. Cultural Identity then, accoding to these definitions must be the collective identity in the behavioural patterns of a society, or groups of persons.
Cultural identity is not, however based solely upon rules and regulation of law. These cultural identities are also seen in medical practises, governments, politics and other such aspects of a society. Below is the link to a youtube video that shows the understanding of cultural identity when dealing with medical practises by Culturally Competent Care. Cultural differences should not affect everyday life, political standings, rights and justice or medical care.
http://youtube.com/watch?v=XF8yZRgcSkg
Now, Identity is used to describe something according to similar aspect and attributes. It is what makes us the same in certain respects or different in others. Cultural Identity then, accoding to these definitions must be the collective identity in the behavioural patterns of a society, or groups of persons.
Cultural identity is not, however based solely upon rules and regulation of law. These cultural identities are also seen in medical practises, governments, politics and other such aspects of a society. Below is the link to a youtube video that shows the understanding of cultural identity when dealing with medical practises by Culturally Competent Care. Cultural differences should not affect everyday life, political standings, rights and justice or medical care.
http://youtube.com/watch?v=XF8yZRgcSkg
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