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.