Blog 3

 Title: Other People’s Children: Cultural Conflict in the Classroom

Author: Lisa Delpit

1. “However, when implicit codes are attempted across cultures, communication frequently breaks down.”

-To work successfully with people from other cultures, we must learn the specifics of it. The author goes on to explain how students of color take direction differently than middle-class white students. In a workplace or school setting, it is essential to understand our audience and tailor our communication to meet their needs, ensuring accurate and effective delivery.

2. “I tell them that their language and cultural style is unique and wonderful but that there is a political power game that is also being played, and if they want to be in on that game there are certain games that they must play.”

-For children or adults to be part of mainstream America, they must learn the culture of power. They must not lose the culture they were born into but also become familiar with the culture of power to be successful. 

3. “And finally, we must learn to be vulnerable enough to allow our world to turn upside down in order to allow the realities of others to edge themselves into our consciousness.”

-It is up to people who are a part of the culture of power to change things. Things must change from top to bottom. The people in power must be open to change and listen to those who are not part of the culture of power. Change cannot be feared.

This author, Lisa Delpit, argues that there is a culture of power, and to participate in mainstream America, one must learn to navigate this culture of power. However, in doing this, the author does not suggest that one should abandon one's own culture if it differs from the culture of power but rather acknowledge it and incorporate it to achieve one's goals. This hierarchy is recognized by the people below, not by those who are part of the culture.

Society is not set up for those not a part of the culture of power, such as those in minority groups; even schools are designed for the success of middle-class students. Minority groups may send their children to school to educate themselves, get a good job, and be a part of corporate America, but the teachers and schools seem to fail this group. The author provides examples of how the culture of power and those outside of it have different learning styles, views on teachers, and approaches to taking direction. When teaching and working with people from a different culture, it is recommended that we learn about their ways of thinking and behaving so that we can achieve effective communication and learning. The text suggests modifications for this group to give them a fair chance at succeeding.  

For change to occur on a larger scale, it must happen from top to bottom; the top must be open-minded and listen to the people who are not part of the culture of power. It takes time and effort to listen to and understand the perspectives of those not part of the culture of power and be willing to change the status quo of how America operates. However, for change to occur, it must happen. 

Blog 2

 

Blog 2

Reading 1

Title: All Lives Matter

Author: German Lopez

Reading 2:

Title: Colorblindness is the New Racism

Author: Margalynne J. Armstrong and Stephanie M. Wildman

The authors of Colorblindness is the New Racism, Margalynne J. Armstrong and Stephanie M. Wildman, argue that we must accept “color insight” and dismiss the old construct of colorblindness to end racism. Colorblind is ignoring the problem and allowing racism to continue; it is pretending that racism was a thing of years ago and does not occur today when, in fact, it does.

Color insight is proposed as the solution, “Color insight contrasts with colorblindness by offering an alternative that better serves the purported goals of colorblindness: racial equality and justice" (Armstrong and Wildman, 2001). Color insight is naming white privilege and acknowledging its presence in society by white people. The authors explain the importance of using color insight and admittance of white privilege:

“Failure to examine the privileged status diverts attention from noticing and analyzing the advantages conferred by white privilege and renders any ensuing discussion of racial discrimination incomplete" (Armstrong and Wildman, 2001).

    The quote above conveys an overlapping message in Allen G. Johnson's text The Privilege, Power and Difference that to end racism, it starts with recognizing and naming the problem: whites acknowledging their privileges. Johnson goes on to state that once whites can name this privilege, then things can change because the oppressed have no power to do so, it has to come from the top, which makes complete sense. Theoretically, if someone is suffering and they had the power to change it, they would do it.

However, for whites to acknowledge the problem is the biggest issue Armstrong and Wildman claim, “Whites often do not think about race and racial justice, except when they notice people of color are present. Whites tend not to notice that they too have a race and that their own race carries social meaning and generally positive presumptions.” As a white female, I unfortunately do relate to this; I did not realize the privileges a white female had vs. a black female. I did not understand that today black people are still not getting the same opportunities as white people. It was not until the “Black Lives Matter” movement that my two colored co-workers, whom I respected and saw as equals, described their experience with racism. Since I cared for them, I felt their hurt when they told me stories of their personal experience with racism. It was then that I realized my white privilege. It hit me that things were not equal “Black Lives Matter” movement was a cry for help to be seen as an equal. The “All Lives Matter” article by Vox did a great job explaining this movement of equality and how, by responding to “Black Lives Matter” with “All Lives Matter,” it once again dismisses people of color, ignoring the problem and aligns with the colorblind theory.

To gain color insight, Armstrong and Wildman gave these four steps: 1. Considering context for any discussion about race. 2. Examining systems of privilege, 3. Unmasking perspectivelessness and white normativeness and 4. Combating stereotyping and looking the “me” in each individual. Educators can do classroom activities that align with these steps in the classroom setting.

In relation, to the classroom setting here is a link I found that discusses colorblind teachers and curriculum:

https://www.learningforjustice.org/magazine/fall-2009/colorblindness-the-new-racism

The link above discusses a curriculum that ignores Africa in the timeline of civilization and how teachers, who are predominantly white, need to learn the culture of their students. This was a powerful article for me because it relates colorblindness and or racism to the school setting in which I work. It is my goal as a nurse and educator to bring color insight and make all my students feel welcome. 

Blog 1-Johnson, Privilege, Power and Difference

Weathering Due to Oppression 

    Blog 1

Title: Privilege, Power, and Difference

Author: Allan G. Johnson

Point 1: 

We look to other people to tell us that we measure up, that we matter, that we’re okay.

-get put into categories based on our gender, race, sexuality

-can’t change what we are born into.

Point 2:

But these groups can’t do it on their own, because they don’t have the power to change entrenched systems of privilege by themselves. If they could do that, there wouldn’t be a problem in the first place.

-Need the privilege to recognize the problem and be on board to change the society's views. 

-Scared of how the world may change and not favor them. 

Point 3:

That whites as a social category oppress people of color as a social category, for example is social fact. That doesn’t, however, tell us how a particular white person thinks or feels about particular people of color or behaves towards them.

-As a white heterosexual female, I have to admit the oppression of females and the privileges of white heterosexuals. Although I do not agree with these idealologies I can not deny that they exist and people suffer.

Argument:

This author, Allan G. Johnson, argues that there are societal privileges that come with being a particular gender, race, sexuality, and class. This author identifies as being a white, heterosexual male in the middle class, all of which is under the privileged category. If you do not fall into this category, you experience oppression in some way, shape, or form. Most of the privileges/oppression that people experience are something they are born into and cannot control. He believes that to change this construct, whether you practice these oppressive behaviors or not, you must begin by acknowledging the problem. It is often hard for the people who are in the privileged category to admit to this construct, whether it be due to being guilty of these ideologies or fear of change. Also, they cannot understand firsthand what this oppressive population experiences and take their favored status for granted. Depending on the category you get put into is how you get treated by society. The oppressed are not considered individually but grouped into a certain “class or category.” However, the start to change is through the privileged category of the white, heterosexual male in acknowledging this societal norm; if the oppressed had the power to change things, they would have already. Whether one wants to admit it or not, privileges are present, and there are concrete facts to prove that certain races, gender, and sexuality get preferential treatment.

In conclusion, the privileged admitting to the construct does not make them guilty and should not get defensive. Although you may belong to a privileged group, does not mean you think negatively of people who belong to oppressive groups.

Davina's Interests

 Hi, 

My name is Davina. I am married and a mom of a 8 year old boy and a 6 year old girl.

I am a high school nurse. However, before I worked 9 years on the cardiothoracic intensive care unit at Rhode Island Hospital.

My family and I also own a pizza place, Cosmic Pizza in Warwick. I spend time working here also!

In my spare time I love spending time with friends and family either going out to eat with them or hosting and cooking. 

I also enjoy going for walks, doing yoga, and pilates!