Educational Racism and De-culturalization: History and present day application.
Grade Level: College Graduates
Group Members -- Kim, Lisa H., Laura W., Gray, Elisabeth, Jamie, Amada, Heidi
Learning Objectives: After a simulation of de-culturalization, and exposure and discussion of primary documents in small groups, students will be able to compare and analyze the documents with the simulation, and make connections to historical and current schooling practices.
Main concepts to convey: Educational Racism, De-culturalization (stereotypes, language extinction, patriotism/Americanization, forms of resistance to de-culturalization)
Procedures:
Phase 1: Simulation: losing our "American" culture (As students enter the classroom, their bags, coffee cups and anything else they are carrying are taken away and all are directed, in French, to stand in lines at the tables. A small cloth and one piece of silverware is at each position.)
Bonjour classe. Comme d'habitude, honorons la grande patrie que nous a sauve de l'etat sauvage, le faux democracie qui etait les Etats-Unis---La France!
Good morning class. As usual, let's honor the great fatherland that saved us from the savage state, the false democracy that was the United States--France!
Aujourd'hui, on continue avec les lecons: comment faire briller les couverts. Prenez la cuilliere en main gauche. En main droite, prenez le torchon. Puisque, frottez la cuilliere avec le torchon en mouvements circulaires. Continue avec les mouvements circulaire jusqu'au moment qu'elle brille. Au moins 30 secondes.
Today, we continue with our lessons on how to polish silverware. Take the spoon in your left hand. In your right hand, take the cloth. Then, rub the spoon with the cloth in circular movements. Continue with the circular movements until they shine. At least 30 seconds.
Il faut pratiquer ces techniques parce que la patrie a besoin de vous, les travailleurs. Et, si vous parlez francais, si vous devenez pareil a nous; il sera possible d'attrapper le reve des Etats-Unis Francais---Le bonheur. Repetez: "Le bonheur."
One has to practice these skills because the fatherland needs y'all, the workers. And, if you speak French, if you become like us; it will be possible to seize the dream of the French United States---happiness. Repeat after me: "Happiness."
Bon, ca brille? Trouvez votre nom sur la liste, et allez-vous au cercle coince indique. Vite, vite. Depechez-vous.
Ok, is it shining? Find your name on the list, and go to the indicated cornered circle. Quickly! Hurry up.
List of small groups and meeting locations is shown on the overhead. Students will find their way to small groups (confusion is okay! that's the point…"What's going on?")
Phase 2: Focus the Discussion 10 min
(the chairs are arranged in a circular pattern)
Cards and pencils are handed out as students sit down. (Let the English speaking begin)
Okay, now I would like you to take the time to write down any thoughts or feelings you may be experiencing on the card we have provided you. You will have about two minutes to write.
I would like everyone to turn to a partner and discuss your reaction to the simulation. (2 min)
Before we go any further, I would like to take a moment for the group to lay down a few ground rules. Today we will be discussing educational racism for the remainder of our time together, and we want to create a safe environment for everyone to discuss their feelings and reactions. (3 min)
Facilitators write down suggestions on the newsprint board.
Okay, could everyone please focus her or his attention to the documents I am passing around. Take a few moments to read and reflect on a few. Pass them on and share them with your neighbors. Think about who is in the picture or writing, who is the author or photographer, what is the message? (5 min)
Phase 3: Holding the discussion 15 min
Today as we are discussing (one facilitator) will be taking notes and mapping out the discussion. Would the group rather stack or have an open-discussion? Could those who would like to stack please raise your hand?
Guiding questions for Discussion
1. Okay, so what did you read? What did
you see?
2. What are the implications of these documents? Who wrote or said these things?
3. What is the racial category of the
authors of the documents you reflected upon? How do you know that?
4. How does the racial categorization by the authors inform your reading of
the image, passage, or quote?
5. Who fits into this category of this ethnic group? Facilitators
take notes on the student’s brainstorm. 6.
What do you know about the history of this ethnic group?
7. How do the feelings expressed in the
images relate to your feelings you experience this morning? How do they differ?
8. What is a common theme of content of the passages you read and the images
you saw? Facilitators take notes on the student’s themes.
9. Are there any contrasting points of views presented in the articles and
images? How about by a people of the same "race?"
10. Why do you think (use themes provided by students) language/identity/religion/? is a common theme?
11. If you have been or were targeted
to be de-culturalized through education how did it affect you or how would
you speculate it would affect you?
12. What kinds of governmental policies or laws been a part of the de-culturalization
of this ethnic group?
13. In what ways could a culture insure that their history survives while
still being a part of the United States educational system?
14. As a teacher, how could today’s discussion
better inform your classroom activities?
15. How would a classroom that incorporates and accepts the cultures of its
students function? What could some activities be? How would lesson plans be
affected?
16. Does educational racism fit into any of the historical goals of schooling?
- tools
- reinforce authority
- maintain social distinction
- social renewal
How? Do some categories seem more relevant than others do? Are there any that
do not see to correlate?
Phase 4: Ending the discussion 5 min
Our time is coming to an end, so I would like to change the pace here a little.
1. What is something new you discovered
through discussion that you did not know before? Facilitators
summarize answers. What else?
2. What do you feel was the main theme of today’s discussion?
3. How did that relate back to this morning’s simulation, if at all?
4. What quote/image/passage do you feel had the most impact on you today?
Phase 5: Debriefing the discussion 5 min
1. Did you feel comfortable to discuss
your feelings? Why or why not?
2. Is there anyone who feels they did not get the opportunity to be heard?
How could the group have better supported you?
Final words by our group From Jamie:
As your groups finish up your facilitators will be posting the themes discussed in each group. Take a moment during your break to look at commonalties or differences in each small discussion group. We will have our discussion questions, assessment questions and the "cliff notes" we've designed -- on the web page with our lesson plan to help you in your exploration of educational racism and de-culturalization. Write a learning log or eat lunch with someone from another group to explore these issues more. We encourage you to do some serious thinking about how these themes may still be present today and what you will do as an educator to eliminate racism and encourage diversity in your classrooms.
Post instructional tasks:
Assessment questions --
1. What methods of racism and deculturalization did you personally witness or experience in the lesson's "French" simulation?
(For those students who were not present for the simulation, they should ask a group member or classmate to describe the situation in as much detail as possible. You may also want to read the teacher talk at the beginning of the lesson plan to explore connections).
2. Provide a historical example of how deculturalization or racism impacted one of the 4 ethnic groups presented in Spring's book.
3. In what ways do racism and de-culturalization exist in contemporary schooling? Relate your answer to one of the 4 historical functions of schooling (teaching tools of society, reinforcing authority, maintaining social distinctions and social renewal).