Diverse Learners

ENGENDERING RESPECT THROUGH RECOGNITION OF
CLASSROOM DIVERSITY
By
Julian Cheek
Christine Nganga, Instructor
CUI 545 – Diverse Learners
July 29, 2008
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Julian Cheek
Christine Nganga, Instructor
CUI 545 – Diverse Learners
August 29, 2008
ENGENDERING RESPECT THROUGH RECOGNITION OF CLASSROOM
DIVERSITY
At the Guilford County Schools office during the Haberman Assessment
interview, I faced not only two experienced school principals, but also my emerging
teaching philosophy. Through answers to the scripted questions, primarily geared toward
teaching at-risk students, I struggled to express my development as a teacher of diverse
learners. When asked if, as a teacher, I had to love my students and vice versa, I was
temporarily caught off-guard. My extemporaneous response that respect in the classroom
was more essential than love provided a doorway to further reflection. Among my best
and most influential teachers were those I never loved. More than thirty years remove me
from their classrooms, yet I still remember, admire and respect the lessons they provided.
After exiting the Haberman interview, I realized that the theme of respect between
teacher and student permeated my philosophy. How does respect fit into the realm of
multi-cultural education and diverse learners? Mukhopadhyay and Henze postulated
(2003) that through multi-cultural education, we respect the differences between students
and seek methods of including all students, many of whom have been marginalized due
to language, race and/or ethnicity, sexuality and socioeconomic status. As a teacher, it is
my responsibility and privilege to engender respect among those whose voice often goes
unheard. Self-confidence is one key to learning. By respecting the differences among
students through curricular inclusion and classroom peer interaction, students will rise to
the challenge, will respect me as their teacher and will hold one another in higher esteem.
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Schools have the responsibility to model right-behavior of human rights and social justice
while working within their communities and bear the honus of exemplifying that
“cultural differences have strength and value”. (Gollnick and Chinn, 2009, p. 4)
In the classroom, I will face a multitude of diversities. However, as a Theatre
Arts and/or English teacher, I have access to a world of resources both within and
tangential to the Standard Course of Study that will empower and teach students of all
learning styles and backgrounds. For the sake of this paper, I will limit my discussion to
issues of socioeconomics, ethnicity and race, language and sexuality.
North Carolina schools exhibit broad socioeconomic levels reflective of the
United States in general. Income inequality is higher in the U. S. than any other
industrialized nation. (Gollnick and Chinn, 2009) The disparities in rural, urban,
suburban and inner-city schools in major N. C. school districts bear out this trend. While
I intellectually acknowledge the vast economic differences within our state, my
University arts/humanities teaching experience has insulated me from the realities. The
readings, films and studies in the Diverse Learners course provided me the opportunity to
“seriously confront these issues at a personal level before entering a classroom”.
(Gollnick and Chinn, 2009, p. 71). McIntosh listed (1998) numerous examples of white
privilege that I have taken for granted as a member of the dominant culture. In the
process, I have begun to closely examine reading materials in order to create more
inclusive projects. Poetry and dramatic literature have traditionally stood on the cusp of
the human condition. Numerous poets and dramatists themselves are testaments to
successfully reaching beyond the poverty into which they were born. Literature has been
used to shed light on class distinctions, living conditions, slavery, economics and social
upheavals. Augmenting learning units with film versions of novels and plays will assist
in reaching students who do not have the financial resources to attend such venues on
their own. (Film versions also add a layer of understanding to students with learning
disabilities.) The goal is to make English Literature and Dramatic Literature relevant and
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accessible to the lives of the learners in the classroom. Shakespeare, Byron, Keats,
Shelley, Hawthorne and Melville indeed speak to the human condition. However,
English and Theatre are not merely the effete realms of “dead, rich white guys”. Issues
of pride and socioeconomic status (SES) are inextricably linked. Many in dominant
society place few expectations or value on those in lower SES. These stereotypes lead to
blaming the student for the conditions in which they live. As a teacher, I must look
beyond the SES, see the student as an individual, maintain high performance expectations
and provide every opportunity for successful learning. (Gollnick and Chinn, 2009).
In American society, most white people see themselves as the norm; as “raceless”.
(Gollnick and Chinn, 2009, p. 61) This attitude forms a framework for relating to all
ethnicities and races of people. The educational system has fostered this homogenization
of society through teaching Eurocentric curricula and various states’ attempts at English-
only legislation. As a life-long student of English Literature, I am devoted to the richness
of language. Race, ethnicity and language are all linked as components of cultural and
personal identity. From white Midwesterners to Gullah-speaking black South
Carolinians to Mexican immigrants, these issues of identity are important and valid.
Gollnick and Chinn (2009) entered a fascinating discussion concerning the pros and cons
of Standard English and its teaching. As an English professional, I have definite opinions
on the matter. Through diverse reading lists and class assignments, home and ethnic
cultures should be validated. The curriculum should include Latino, Harlem
Renaissance, Asian, European and European-American writers of various SES and
experiences. Students should know that the curriculum includes their experiences rather
than excludes them. (Mukhopadhyay and Henze, 2003)
Educators debate the validity of Black English in the classroom. I fell in love
with the poetry of Langston Hughes some thirty years ago. His works, often written in
dialect, could prove empowering to a young African-American who has been otherwise
taught that Black English is unacceptable. Conversely, while accepting dialectic
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language as in creative expression, I would continue to stress the importance and vitality
of Standard English for academic and professional work.
As our schools become more ethnically diverse, we incorporate larger Latino
students. Their experiences also need validation. Robert Schreefter’s art experiments
with migrant children in rural North Carolina (2001) provide ample opportunities for
adaptation to other curricula. Shreefter discovered that schools often create more barriers
to learning than they eliminate. (Shreefter, 2001) We begin to realize that immigrant
children often feel alienated from their home culture. They reside precariously between
two worlds – the world they left behind and the new American culture into which they
are expected to fit. As educators, we must accept that many of these children were
brought here, not by their choice, but by their parents and/or guardians who sought the
prosperity promised by the American Dream. (Midobuche, 2001) The stress of
assimilating a new culture, facing youth peer pressure and maintaining cultural identity is
overwhelming. In combination, thirty-three percent of immigrant adults never completed
secondary school education. (Gollnick and Chinn, 2009) Many children assume the roles
of linguistic interpreters for their parents and/or guardians. The impact on immigrant
children is immense. As a teacher, it is incumbent upon me to not only become familiar
with the student, but also with the parents and home communities of those students.
(Sleeter, 2008) Cooperation between family and teacher eases the tensions felt by the
students and assists the whole family’s transition into a new culture. Every student has
the potential to learn if the materials are relevant to them. Only by getting to know the
students as individuals and genuinely taking an interest in their development will teachers
be successful. By involving the parents and communities, learning spreads outside of the
classroom.
One area of intense personal reflection involves the handling of sexuality issues in
the classroom. As an individual, I have been very active in the GLBT movement for
over twenty-five years. As a professional, I have always held that personal life and
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disclosures remained completely outside the classroom. Having been on the receiving
end of prejudice, vandalism and violence, my viewpoint is somewhat encumbered by
personal history. The fear of reprisals from students, teachers, administrators, parents,
governments, employers, etc. is still very evident in today’s society. Even though the
United States Supreme Court struck down sodomy laws in the monumental 2003
Lawrence v. Texas decision (Miller, 2006; Gollnick and Chinn, 2009), many state and
local jurisdictions maintain more subtle regulations. Societal and community norms are
even more difficult to surmount. Unlike persons of various races, ethnicities or genders,
those of GLBT orientations have the ability to blend into the background and remain
unseen. (Gollnick and Chinn, 2009) Hence my conundrum. The American
Psychological Association stated (2001) to a U. S. Senate Subcommittee that suicide was
the number one cause of death among American teens and constituted a national crisis.
That alone makes it incumbent upon every teacher, whether GLBT or a straight ally, to
provide a save and inclusive environment for GLBT teens. This involves some risk-
taking on the part of the educator. Arthur Lipkin’s article What One Teacher Can Do
(retrieved July 26, 2008 from www.glsen.org) enumerates ways teachers can make their
schools more inclusive to GLBT students. These methods range from low-risk to high-
risk methods and are contingent upon increasing comfort levels among students, teachers
and administrators. Again, readings from dramatic literature, poetry and prose can
provide a much needed boost to students dealing with emerging issues of sexuality.
Furthermore, discussions from the readings allow safe venues for non-GLBT students to
explore issues with which they are unfamiliar. The inclusion of GLBT authors and
literature changes assumptions and lends normalcy to what many consider to be the
“other”. This sharing of knowledge is neither geared toward one population nor
structured to change family/religious values. It simply brings respectful and honest
discussion of relevant modern issues into the classroom. My advocacy of GLBT students
and my support for organizations such as the Gay, Straight Advocates for Education and
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the Gay, Lesbian and Straight Education Network are unwavering. However, I still
struggle with the amount of personal revelation I am willing to share with students. Fears
of inappropriate behavior, of “recruiting” and of being considered morally deviant by
community standards are the Sword of Damocles under which both GLBT students and
teachers daily sit. As I continue to process the information from the Diverse Learners
class and as I continue in my educational career, my comfort levels will undoubtedly
evolve.
As a prospective teacher of diverse learners, I grasp onto the word “diverse” for
inspiration. The North Carolina Department of Public Instruction has issued Standard
Courses of Study (SCS) for all courses. Each grade level expects a certain degree of
competency. However, teachers have the ability to adapt and augment the SCS as needed
to suit and accommodate various learners. As educators, we must never fall into the trap
that a one-size-fit-all curriculum accommodates every student. Students are individuals,
not clearly delineated groups. By constant self-assessment of practices, often on a
minute-to-minute basis, a good teacher anticipates the needs of her/his students and
makes learning relevant to the lives of learners and their communities. That is my intent.
Through the Diverse Learners course, I have (at times uncomfortably) learned to step
back and analyze the personal baggage that could potentially alienate me from my
students.
Learning is cooperative rather than authoritarian. As a teacher, I do not know all
of the answers, nor should I pretend to do so. Each student brings her/his experiences,
back-stories, cultures and identities into the classroom. Each student can benefit from the
sharing (as their personal comfort will allow) and receiving of that knowledge. I am
intrigued by the idea of learning pods/small groups. From personal experience as a
student, I tend to be rather reflective in large groups. I process more information than I
share. As a teacher, I have no problem speaking to an entire class. As a matter of fact, I
tend to become rather gregarious. Neither do I have reservations within small groups.
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By carefully concocting learning pods within a classroom, I can increase students’
comfort levels about sharing ideas and knowledge. This also provides a safer atmosphere
for reading development. In Theatre and English classes, reading aloud is part of the
endeavor. Building confidence through small group experience is essential among
students for whom English is not a primary language or for whom reading is problematic.
Readers’ Theatre is one technique I would bring to any classroom situation. Whether a
play script, short story, a series of poems or parts of a novel, Readers’ Theatre techniques
are geared toward providing students with a sense of comfort with reading aloud to a
group. The techniques improve listening skills and the effects ripple out to other classes.
Again, this would begin within small group modules and move toward entire class
projects.
The most important aspect of teaching diverse learners is to always bring my
authentic self into the classroom. As an educator, I have limits. Those limits may be
personal, intellectual, legal or societal. The classroom is not a forum for personal
therapy. Neither is it a pulpit for personal philosophies. My job is to help students
realize their own potential and to begin accepting their authentic selves.
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WORKS CITED
American Psychological Association (September 7, 2001). Testimony of the American
Psychological Association submitted to the Children and Families Subcommittee:
Health, Education, Labor and Pension Committee: United States Senate for the
hearing record on teen and young adult suicide: A national health crisis.
Retrieved July 26, 2008 from American Psychological Association Web site:
http://www.apa.org/ppo/issues/psuicidetest901.html.
Gullnick, D. and Chinn, P. (2009). Multicultural education in a pluralistic society (8th
edition). Columbus, OH: Merrill.
Lipkin, A. (January 1, 1999). What one teacher can do. Reprinted from Understanding
homosexuality: Changing schools. Retrieved July 26, 2008 from Gay Straight
Education Network Web site: http://www.glsen.org/binary-
data/GLSEN_ATTACHMENTS/file/118-1.pdf.
McIntosh, P. (1988). White privilege: Unpacking the invisible knapsack. Independent
School, Winter 1990.
Midobuche, E. (2001) More than empty footprints in the sand: Educating immigrant
children. Harvard Educational Review, 71(3), 529-535.
Mukhopadhyay, C. and Henze, R. (2003) How real is race? Using anthropology to make
sense of human diversity. Phi Delta Kappan, 84(9), 669-678.
Shreefter, R. (2001). Borders/fronteras: Immigrant migrant childrens’ works in art.
Harvard Educational Review, 71(3), A1-A12.
Sleeter, C. (2008). An invitation to support diverse students through teacher education.
Journal of Teacher Education, 59(3), 212-219.
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