Professional Hopes and Goals

Dr. Sue commented that one of the social psychological factors associated with microagression is inherited racial biases (Laureate Education, 2011).  In other words, we have all been influenced by the institutions and racial history of our country that have formed biases within us. These biases can turn into isms when not unearth and dealt with. Therefore my hope as it relates to my work with children and families and that I will be conscious of my inherited biases, work to uproot them so that every child under my care, regardless of their backgrounds will feel valued, loved and respected for the precious souls that they are.

The goals I would like to set for the early childhood field as it relates to issues of diversity, equity and social justice; I would ascertain that they might include the following:

• Support teachers in their role as cultural competent educators by offering continuous training throughout the year that allows teachers to unearth their biases and give them the tools necessary to make their classrooms culturally inclusive.
• A better commitment to equity in resources across schools regardless of pressure from those in the dominate culture to keep resources inequitable.
• Increased understanding that teachers are in many ways activists and advocates. Their work is a form of social justice and they have a mandate through their everyday practices in their classrooms, as well as helping to shape school polities that work to level the playing field and not the other way around.

Welcoming Families from Around the World!

The name of my family’s country of origin is Ecuador. I know very little if anything about this country.  The reason I chose it has to do with a childhood friend I had that was from Equator.  Her name was Sandra and we were in the third grade together.  I remember she couldn’t play that most kids did after school because she had to rush home to prepare food for her father.

I think it would have been nice if my teacher at the time helped my friend Sandra feel welcome by creating a classroom that incorporated some expression of my friend’s culture.  That said, if I had been me I think the first thing I would do is identified her origin of country on a map and put a big star next to her country on a world map and wrote, “ We Welcome Ecuador!”

I would stock several centers with books and a maybe a few toys Ecuadorian children like to play with.  I would sit with my other students and tell them about the newest member that would be joining our community and together we would have learned a greeting in the child’s native language.

Lastly, I think it would be a good idea to invite the parents along with the child to come and tour the classroom, ask questions they may have and invite the parents to come the first day of school with a special dish from Ecuador.  I would of course invite a translator to assist with language translation as well to make the family feel that more at ease and accepted.

What parents and educators do not say or do is as powerful as what we do. We often inadvertently teach children how to behave and since they are programmed to survive in the settings and culture into which they are born, they are very proficient at studying adult’s actions and unspoken values (Boutte, 2008). In, light of this truth I would hope that through my action, what I did and said would communication to the family that I respected and value their culture and them as individuals.

References

Boutte, G. (2008). Beyond the illusion of diversity: How early childhood teachers can promote social justice. Social Studies, 99(4), 165–173.Retrieved from the Walden Library using the Academic Search Complete database.