Professional Hopes and Goals

My journey through this course has been a very exciting one.  As I continue to work with children and families who come from diverse background, it is my hope that I have lit the candle of understanding about the importance of diversity, equity and social justice. It is my hope that like me, our children and their families will be learning to create caring, loving relationships in their communities in which they live. Thus as each family expands the knowledge of care for everyone who lives in that community whether they are different or similar, the rippling effect will be felt and it will be lasting and genuine. Then, and only then would we as early childhood educators, have accomplished our goal for truly educating the next generation.

            One goal that I am willing to set for the early childhood field in relation to issues of diversity, equity, and social justice, is that we as educators should all work to break down the walls or prejudice, stereotypes and biases that we ourselves have about others. This goal is a lifelong one to which we are committed for as long as we live. Thus as each person pursues this goal he or she has to take responsibility for building and maintaining positive relationships with others.

At this point I want to say thank you to Dr. Snider and my fellow colleagues for helping me on this journey of understanding on a deeper level about diversity, equity and social justice. I am positive that I have emerged better equipped to deal with issues of diversity that I never knew existed or even understood. This was a very unique class in which we have all shared our personal identities that were not known to others and we were never made to feel afraid to bare our souls. All the best to everyone as we become the true advocates that we need to be to make this world a great and safe place for our children to develop holistically.

Welcoming Families From Around the World

The name of my family’s country of origin is Israel. I have always been fascinated by what I have heard and learnt about Israel. My interest in Israel has been piqued too by what I have read from the stories in the Bible and from ancient and modern history. Their cultural diversity is one of interest too. I would love to know how children are treated in that culture and if women enjoy any rights and privileges.  Israel is also home to the Dead Sea and its capital, Jerusalem hosts many world-famous sites that I am looking forward to hear about from my guests.

The five ways that I would prepare to be culturally responsive towards my family from Israel are:

1.      Communication- it is very important for me to know some basic words/language structures, gestures that are not only appropriate but that which will allow “meeting and greeting’’ very amicable and smooth for all of us.

2.      Food Preparation- I will, after researching, try to prepare the best way possible some dishes that would be delectable from Israel and my country so that at meal time we could encourage conversations about the meals.

3.      Sleep Time- This is very important for all persons and should be respected. Hence, I would find out from my guests what time they are accustomed to go to sleep and seek to honor this as far as possible so that the child and family can be well rested during their stay.

4.      Traditions and Customs- It would be incumbent on me to be educated about how they worship, what they are accustomed to do doing family gatherings and their favorite sports/games that children play.

5.      Incorporating family in my school activity- I would invite the entire family to be guests in my classroom. This would be a fun-filled day for my students. However, before the arrival of my Israeli family, my students and I would prepare ourselves and the class to welcome them. We would have a time set apart for them to do any performance of their choice that would be comfortable. We would also perform them too. We would also hope that our class would be given the permission from the administration to allow our Israeli family to tour our school and to participate in all the activities for the time of their visit.

It is my hope that this kind of celebration of another family’s culture would expand our worldview on Israel and my country. We would also get a chance to dissolve our stereotypes and biases even from embracing one family. Why? The extensive preparation and research that I would have to do would facilitate me looking away from my own family and self.  This kind of sacrifice is an important component to me as I seek to know about others. The students in my class too will be gaining an understanding and experience that I believe would change their lives forever. Finally, as my Israeli family departs from our shores, I believe that they would take back the good news that we were genuine cultural ambassadors to them.

The Personal Side of Bias, Prejudice, and Oppression

The most significant memory of an incident of bias, prejudice and oppression are carefully illustrated in the film “Ruby Bridges.” This film is about the life of Ruby Nell Bridges Hall, born September 8, 1954. She was one of the first black children who became a part of the integration movement in an all –white elementary school in the South during the 1960’s.  While this was an extremely dangerous, oppressive era in history for people of color, it was also a time that marked the changes that was coming to the United States education system. It was clear from the film that segregation was rife and the dominant race had a hard time accepting the challenges to bias and prejudices they had for people who were different. Ruby was not only the target of bias and oppression in the film; but she was also the target of microaggressions and inequity.

The biases, /prejudices and oppression she faced came in the form of insults, threats and violence. Tomatoes were hurled at her. She was spat at and with threats to “poison” and “hang her until she choked to death,” Ruby went on to become an icon of strength, and a part of the history that changed things for the blacks not only in New Orleans but in America. Inequity for Ruby came in the form of her not being taught with the other students at first. Mrs. Henry, her teacher, made a great deal of improvisation for her so that she could really get an education at the first grade.

Each time that I watch this film, I experience mixed feelings/emotions. Like the mother, Lucille Bridges, although there were feelings of sadness, I cheered her on when she became bold and resilient that Ruby would continue to go to school.

Personally, I believe that the onus for change falls upon the principal, teachers, parents and the entire education system in order to usher in an opportunity for greater equity for all. The facts disseminated from this film and real life story of Ruby Bridges are powerful. I am actually able to appreciate and value even more the spiritual background I received from my parents. I am able also to appreciate the vital role that teachers have to play in the lives of children to teach them about prejudices. Finally, I realize too that to cultivate true equity and opportunity, the change must begin with each individual self-reflecting and weeding out his or her biases, prejudices and tendencies to oppress.

Please view the following links for further enjoyment:

Ruby Bridges the movie: https://www.youtube.com/watch?v=09faLq3wT8c

Ruby Bridges the website: http://rubybridges.com/story.html