My Hopes and Goals

Currently, I work with one particular high school in Indianapolis. This school is failing children and families.  For the last seven years, the leadership has internalized the oppression from the dominant culture, and they have projected the oppression onto the school children and their parents.  It’s especially disappointing to see Black on Black oppression.  I hear them talk about the children and parents badly.  The school will be taken over by the state in July 2012.  My hope for the children and families of this school is that they receive a leadership team that believes in them, respects them, and does not perpetuate the very culture that is currently damaging their social identities. As a member of the NAACP, I will continue our efforts to implement positive behavior support programs which encourage critical pedagogy.  My hope is that we can undo the terrible damage that has been done to this community by creating a different reality for the children. “The test of the morality of a society is what it does for its children” – Dietrich Bonhoeffer

The goal I have for the early childhood field is that we become more politically active.  The early childhood field includes individuals who are accomplished, well-published, and technically deep.  However, we must be committed and persistent in fighting for marginalized children and families.  We cannot be quiet or passive.  Too many decisions are being made by politicians and others which are not in the best interest of children and families.  In fact, I think recent decisions perpetuate many of this isms, especially classism.  The politics cannot be avoided.   Marion Wright Edelman said childhood professionals “must gain greater technical proficiency in how bureaucracies work, how programs are administered, how services are delivered and how decisions are made at the federal, state, and local level” to affect change (McAdoo, 2007).    This includes understanding the power structures and social justice. After taking this course in particular, I will do my very best to help children at the local schools achieve equity in education and social services using the Coalition of Community Schools model.

Lastly, I enjoyed this course.  I learned more than I assumed I would at the beginning of this course.  I also learned a lot from each of you.  Unfortunately, I need to take a short break.  So, I hope to reconnect with you again in March. I wish all of you the very best.

Reference

McAdoo, H. P., (2007). Black Families. Thousand Oaks, CA: Sage Publications

Welcoming a New Family

I just found out a 3 year old from Somalia is coming to Indianapolis with her family, and the little girl will be attending our child development center.  I need to prepare for her arrival.  Five ways I will prepare for her and her family are: 1) contact Exodus Refugee Immigration to explore supportive resources.  This agency can help the family get settled and connect to social services, transportation, employment, and other Somalians; 2) investigate available interpreters in the area to ensure I can communicate with the girl’s family; 3) prepare a unit of my curriculum which celebrates where each child is from so the entire class can see everyone is from different places; 4) prepare a parent information sheet so I can find out about family point of contact, child’s interests, home language, dreams for their child, and the importance of extended family; and 5) research Somalia’s history and culture.  I know the country has suffered from a lack of government, war, and famine.  As a result, the family may experience significant culture shock.

These preparations will help the child, her family and me in several ways.  First, my preparations will hopefully make the family feel welcomed.  I would imagine that settling in a new place is a little less stressful if the people in the new town are welcoming.  Second, my preparations will help me learn about a new culture.  Learning about other cultures further develops my cultural responsiveness to all students.   Lastly, my preparation should reduce the anxiety of receiving a student I know nothing about and may have challenges communicating with if English is not her first language.

Diversity: From Challenge to Opportunity

I am working with the NAACP Education Committee to help a community support their local high school.  The school population is 92% African-American and over 75% free and reduced price lunch.  I had three experiences with school administrators which revealed institutionalized inequities along race and class.

1.       In August, our committee wanted to bring a university STEM program to their students. (None of the 7^th graders passed the state standardized test for science.) The administration was not receptive.  Instead, they chose to launch a hair care program.

2.       In September, I made arrangements with community partners to transport juniors and seniors to a local college fair.  Local organizations were prepared to provide dinner to the students and transportation to the fair.  The day of the fair, no students were signed up to go.  The principal explained that I did not understand “these kids”.

3.      In October, about 30 teachers attended a meeting which was intended for parents.  (Only two parents came to the meeting.)  In this meeting, the teachers complained about the efforts of my committee and the new company which has been hired to take over the school in July 2012.  They said that “these kids” do not go to college.

These examples are infuriating. The beliefs of administrators and teachers drive inequitable policies and practices which have a potentially life-long impact on children.  Unfortunately, they are repeating recordings they have learned from a racist and classist society.

The school leadership has to change in order for the inequity to change.  Since the district superintendent also disrespects our urban students and their parents, the state DOE takeover is the only way to change what is happening.  When the leadership change happens, I will help the community have a voice.  The Walden classes are giving me the language and skills I need to help them reclaim equity for urban children and families.