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Blog 10-Teaching At the Intersections/Being a Good Ally

 Title: Teaching at the Intersections

Author: Monita K. Bell

Title: 5 Tips for Being a Good Ally

Author: Franchesca Ramsey

Monita K. Bell argues in Teaching at the Intersections that every person is composed of multiple intersections, which are unique to the individual and determine their privilege and or oppression in society. “Intersectionality refers to the social, economic, and political ways in which identity-based systems of oppression and privilege connect, overlap, and influence one another.” 

This reading, along with Allan G. Johnson's work in The Privilege, Power, and Difference, presents the idea that the multiple oppressive categories or “intersections” that comprise a person build upon each other. For example, in Teaching at the Intersections, Nicole was judged by her teachers for her race and for the simple fact that African Americans do not do as well as their counterparts in school. However, there are so many more characteristics than race alone that put people into this oppressive status. “To fully and adequately support Nicole, an educator must see her situation through an intersectional lens: recognizing that race-, gender-, and class-related circumstances are contributing to her achievement issues.” To resolve why Nicole and many other students are not where they need to be, one must examine the entire picture to identify the problem. Nicole is failing due to the compounding issues of being black, low-income, and female. 

To resolve this disparity,  Monita Bell, along with Allan G. Johnson, believes we need to be educated about the privileged and the oppressed, acknowledging where we fall. As a teacher in Teaching at the Intersections describes, “Every day kids enter our class, there’s an opportunity for them to be empowered or oppressed. When I don’t consider intersectionality and what they might need, I run the risk of oppressing my kids. ... When we stop seeing our kids as whole people—as whole, nuanced people, with context to gender and race and class—we stop seeing them as real people.”This is the idea of recognizing that you may interact with someone like Nicole, who is oppressed and faces significant odds against her in successfully completing school. Acknowledging where she needs assistance as an individual to meet her specific goals is the only way to truly help a situation like this. As Lisa Deplit points out in The Silenced Dialogue Power and Pedagogy in Educating Other People’s Children, schools are designed for the success of middle-class families. Therefore, the oppressed and those not in the culture of power struggle. A male, middle-class student, who statistically may be white, typically does not face the issues that Nicole has of having to assist her mother in raising two younger siblings. This is why, as nurses and educators in the school system, we cannot simply label a child but must dig deeper into their lives and see the world through their lens.

In helping to aid marginalized groups, 5 Tips for Being a Good Ally provided some examples. I appreciated how she made the analogy of helping build a house when you've never built one before. In summary, you need to understand your place in society, practice more listening than speaking, and support marginalized groups. In light of this video and the reading above, I was inspired to share the article "Anatomy of an Ally," which ties in with being an intersectional ally as a teacher in schools. Being an ally is not as complicated as it may seem. The common theme in all these readings is really about opening your heart, listening, and seeing life from a different perspective. 

Blog 9-Emergent Bilingual Students

 Reading 1:

Title: Aria

Author: Richard Rodriguez

Reading 2:

Title: Teaching Multilingual Children

Author: Virginia Collier

Teaching Bilinguals Even If You Are Not One: Episode 1, Episode 2, Episode 3, Episode 4

Emergent Bilingual Students

After reading and viewing the material above regarding bilingual students, I gained valuable insights into how to work effectively with this student population. What I took away from Aria was that the familial language spoken at home is more than just a means of expressing needs; it is a form of identity that helps maintain connections among its members. When Richard stopped speaking Spanish with his parents and family at home, he felt he was not being true to his identity.

In addition, his family’s relationship had changed, and communication was no longer fluid or natural. In this reading, I felt that the teachers overstepped their boundaries and weren’t educated about the potential damage it would cause to the family. I understand the teachers wanted Richard to progress in school, but at what cost? Now, this child has lost a sense of himself, and the bond with his family has weakened.  The success of a child is so much more than a good grade. Having an identity and knowing who you are builds confidence.  These teachers were insensitive and made Richard and his family feel as though their language and culture were inferior. There are other ways to promote the English language than to walk into someone’s house and pressure them to use it at home. At the end of the reading, I found this was the perfect quote to describe what Richard and other bilingual children feel as they are forced to use the English language, “So they do not realize that while one suffers a diminished sense of private individuality by becoming assimilated into public society, such assimilation makes possible the achievement of public individuality.” Essentially, Richard had to lose a piece of his individuality to assimilate into mainstream American society. 

Similar to Richard’s experience, I came across a video by Karen Leung titled "Embracing Multilingualism and Eradicating Linguistic Bias." Here, she discusses her and her family’s experience as being bilingual in both Cantonese and English. She highlights how America does not have an official language, so why are we forcing everyone to speak English? Additionally, there is a double standard in praise for speaking English and then learning a second language, but learning English as a second language is often frowned upon. 

In the second reading, Teaching Multilingual Children, this author argued that the best way to teach children  English as a second language is to allow the child to embrace their first language and culture that goes with it, “The key is true appreciation of the different linguistic and cultural values that students bring into the classroom.” This author outlines seven guidelines for better educating bilingual students, all of which share a common theme: allowing children to use their native language freely and master literacy in it. We should welcome any expression of their native language, whether it be a different dialect or code-switching; none of these is a sign of weakness but of individuality. What I found most interesting was that to master literacy in a second language, students must first master literacy in their native language. “Once a child becomes literate in the home language, literacy skills swiftly transfer to second language settings.” 

After watching four episodes of "Teaching Bilinguals Even If You Are Not One," I observed a common theme among each teacher: a welcoming attitude towards the diversity of their students. The teachers used culturally sensitive material to teach the class and allowed kids to speak their native language when needed to express themselves. These teachers did not shut the children off and act like the English language and American culture were superior. They welcomed the students to express themselves as they felt comfortable and, from there, guided them in learning English. I can relate to one of the teachers saying she uses translation devices on her phone; since I am an English-speaking school nurse with predominantly Spanish-speaking students, I often use this to communicate with them and find it effective. 

                  As I reflect on the readings and videos described above, I have Delpit and Christine E. Sleeter in the back of my mind. Delpit's message of preserving one’s culture while also learning the culture of power reminded me of bilingual students learning English as a second language. Then, Christine E. Sleeter, in her message about the importance of Ethnic Studies, notes that these bilingual students need a sense of their culture and language to develop a passion for learning. How the teachers in the Teaching Bilinguals Even If You Are Not One incorporate these concepts and use learning material that the students can relate to culturally. In conclusion, I find that the classroom can be a two-way street where the teacher also learns from their students.

Teach Out Article Summaries

 Title: Other People’s Children

The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children

Author: Lisa Delpit

Lisa Delpit, in "The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children," describes a culture of power that is present in mainstream America. This culture of power is the values, beliefs, and ways of the dominant society (white, upper middle class, male, heterosexual). To thrive in our society, one must acquire the rules of this culture.  However, the people in this country not represented in the list above are brought into this culture of power, and it is something they must learn. For those who need to know about this culture, it all begins with the establishment of the school system. The schools are built for the success of children from middle-class families that already have this “culture of power.” Our job here is to expose the children who were not born into this culture and teach them about the culture of power while also preserving their own culture. To do this, we must open our ears and hearts, taking the time to work with these children and observe how they communicate, learn, and respond to direction—in addition to taking the time to get to know their parents and/or families who share their culture.  Once we have an understanding of their personal culture, we can work with the child to help them grow comfortable with the “culture of power” in a meaningful way; this will enable them to succeed in our American society.

Title: The Academic and Social Value of Ethnic Studies: A Research Review

Author: Christine E. Sleeter

Christine E. Sleeter, in The Academic and Social Value of Ethnic Studies, advocates for the inclusion of ethnic studies in the school curriculum. Ethnic studies encompass the history, experiences, cultures, and social issues of minority groups. The mainstream curricula (Euro-American) in schools do not constitute the history of the entire U.S. population and do not represent the contemporary racism that these minority students face every day. As a result, the students do not feel represented, do not trust that what is being taught is true, and become disconnected from the classroom and school culture. Incorporating Ethnic Studies into schools helps resolve the problem of student disengagement. It provides all students, regardless of their background, with a sense of belonging and fosters growth.

Blog 8-Rethinking Sex and Gender

 Article 1

Title: Guidance for Rhode Island Schools on Transgender and Gender Nonconforming Students

Author: Rhode Island Department of Elementary and Secondary Education

Article 2

Title: Guide to Being an Ally to Transgender and Nonbinary Young People

Author: The Trevor Project

Talking Points:

1. “Gender identity is living, growing, experience that can change over time, and is not necessarily tied to sex.”

2. “Enumeration of subgroups within Civil Rights Laws is necessary because those subgroups tend to experience discrimination more than other groups.” 

3. Schools should accommodate all students who are part of the LGBTQ community by accurately addressing them, using the appropriate facilities, and educating students and staff on the terms/concepts of LGBTQ.

Argument Statement:

The author of The Trevor Project argues that to improve the inclusivity of the LGBTQ community, it is essential to educate oneself on the terminology associated with it. Support them by believing who they say they are, using the name they choose, and using the correct pronouns/honorifics. If you make a mistake and unintentionally insult someone, you can listen, take responsibility, and commit to doing better.

The author of the Rhode Island Department of Elementary and Secondary Education argues that all students are entitled to a safe and supportive learning environment. To ensure this, the school environment will not be tolerant of forms of discrimination and bullying regarding sex, sexual orientation, gender identity, or gender expression. The goal of the schools is to reduce the stigma and integrate transgender and gender non-conforming students into the school culture. Since the LBGTQ community is at risk for bullying, mental health disorders, and suicide, the school must foster an accepting environment for this group. The school must become familiar with the terms used in this community and accommodate the child’s needs based on their gender identity by using the child’s preferred name and pronoun.

Additionally, dress codes, restrooms, changing facilities, physical education, and all athletic activities should be consistent with the student's gender identity and expression. Finally, to reinforce these concepts, it is most important to educate staff and students, “In order to further a safe and supportive school environment for all students, schools should incorporate education and training about transgender and gender non-conforming students into their anti-bullying curriculum, health education curriculum, student leadership training, and staff professional development.” 

In summary, both articles agree that for there to be true inclusivity in the LQBTQ community, education must occur. Through education, one can gain a deeper understanding of the LGBTQ community's perspective, and integration into the school and community will be successful.

Blog 7-TroubleMakers

 Title: TroubleMakers

Author: Dr. Carla Shalaby

1. “In school we generally identify the most pleasant, most compliant children as our leaders.”

-Schools are not places where students can be encouraged to practice independent thinking. They want students to conform to the rules, and if they don’t conform, they are labeled. The students from urban areas are suffering the most, and part of this cyclic pattern of getting into trouble, not going to school, committing crimes, and going to jail.

2. “We cage the birds singing the most loudly.”

-These students are punished for expressing their discomfort with the school environment. They are trapped in a school, like birds in a cage, trying to be free. Free to express their ideas and find themselves.

3. “Students who do not behave by our standards are then not permitted to progress by our standards.”

Once a child is labeled and cast out of school, they are no longer able to be free and grow. We as a society have failed that child. What because of the standards that were passed down to us and told were the truth?

This author argues that children labeled as troublemakers in schools provide insight into the toxicity that is present there. The schools can almost be labeled as prisons, where students are not free to express themselves but are taught the ideologies of society. If the students do not align with or connect to these ideologies, they may act out; once they do, they are now labeled as a problem or a “troublemaker.” The author challenges us to view these negative behaviors as a cry for help, akin to animal sentinels, indicating that the schools aren’t serving the children as they should. The obedient children just comply and do not complain. However, it's the child who isn’t by the book that dares to express themselves that gives teachers and schools a challenge. These schools aim to produce compliant workers for our society rather than independent thinkers.

To make matters worse, the way we handle these “troublemakers” is wrong. We resolve this by suspending them from schools. We are not fixing the root cause of these issues, and the behaviors will continue. We are setting the child up for failure in school and life. I agree with the author that these troublemakers could be telling us something. I know that in my school, kids are often labeled and get into trouble for skipping class, but are the teachers actively engaging these students? What if we stopped and listened to these “troublemakers,” got their perspectives, and dug deep into what was wrong? Perhaps these are the types of kids who need free rein to express themselves or develop their ideas. 

Teach Out Proposal

 

Topic: Engaging Multicultural Students in a School Predominately Comprised with White Teachers/Leaders

CHOOSE A TEXT:  The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children -Lisa Delpit The Academic and Social Value of Ethnic Studies  -Christine E. Sleeter

WHO DO YOU WANT TO SHARE WITH? -Director of Operations at my school

WHAT FORMAT MIGHT WORK FOR YOU? -Individual Interview (30 minutes)

Blog 6-Creating Classrooms for Equity and Social Justice

 Title: Creating Classrooms for Equity and Social Justice

Author: the editors of Rethinking Schools 

While exploring Rethinking Schools, The article that stood out to me was “Creating Classrooms for Equity and Social Justice.” The primary objective of this article is to support teachers in creating classrooms that promote equity and social justice, despite the efforts made by Trump in his Executive Order, "Ending Radical Indoctrination in K-12 Schooling." This EO claims that children are taught radical, anti-American ideologies without parental consent. These children are not learning the “American Way”; however, is this the right way? Do we need change? One of the components of this order works to stop teaching students about the oppressed population and the realities of white privilege. However, according to Armstrong and Wildman, these are the essential topics that need to be addressed for the undeniable racism in America to end.

“Creating Classrooms for Equity and Social Justice” works to empower teachers, “Classrooms can be places of hope, where students and teachers gain glimpses of the kind of society we could live in and where students learn the academic and critical skills needed to make it a reality.” As children, we are sponges absorbing information from all around us; if we started modeling a more just society in grade school, perhaps we could see the changes the world needs. The worry is that with this executive order, the teachers will be afraid to address the truths of racism and oppression, and change will never occur. I think, ultimately, there is a fear of the unknown, and people tend to slip into a culture of habit and comfort, saying, 'This is the educational material I was taught, and I want to continue teaching this.' However, this can be narrow-minded and overlook the advantages of changing the curriculum. We can’t keep doing the same things and expect to grow as a nation.

 Although there is an executive order to adhere to traditional curricula, this author suggests that teachers can still incorporate concepts to foster diversity and inclusivity. In summary, the classroom tactics that stood out are a curriculum that is grounded in the individual student (race, background, educational needs, experiences), challenge students to question the world, as well as emotional and physical safety in school.  Along with the privileged, the curriculum should incorporate the experiences of marginalized individuals in society. Not all students belong to the privileged group; the oppressed must also feel connected in school to succeed. A good example of this was in the movie "Precious Knowledge," it was inspiring to watch how the Mexican students fought for an education that incorporated their culture and how it changed their views of school. Once students feel their education has a purpose and that they have a place in this world, it will empower them to make a difference. “Precious Knowledge and “Creating Classrooms for Equity and Social Justice” coincide with Delpit’s concept that we need to embrace students’ heritage and help them navigate English-dominant settings for them to succeed. 

In summary, Creating Classrooms for Equity and Social Justice encourages teachers to fight for their classrooms and the students of America. These students are the future leaders of our country, and the classroom teaches them how to interact with the world. “The world is interdisciplinary and our classrooms should be too” (Rethinking Schools). By incorporating diversity, we are essentially preparing our students to navigate society effectively. One teacher at a time, embracing the concepts discussed above, could create the change the world needs.

Blog 5- Ethnic Studies

 Title: The Academic and Social Value of Ethnic Studies: A Research Review

Author: Christine E. Sleeter

1. “Whites continue to receive the most attention and appear in the widest variety of roles, dominating storylines and lists of accomplishments.”

-Texts portray Euro-American experiences and worldviews. Minorities do not feel represented and or connected in the history curriculum taught in schools.

2. “Even texts published within the last ten years, while having added content that previously was absent (such as depictions of racial violence directed against African Americans during slavery), continue to disconnect racism in the past from racism today, and to frame perpetrators of racism as a few bad individuals rather than a system of oppression, and challenges to racism as actions of heroic individuals rather than organized struggle.”

-Racism is portrayed as something of the past and is still very prevalent today. Students are not taught about how minorities are still oppressed today as a society.

3.  “Ethnic studies scholarship by and about racial minority groups presents a different narrative that is shaped partially by histories of oppression in the U.S. as well as by the intellectual and cultural resources and traditions of those communities.”

-Students want to feel connected to the curricula taught in school. Due to the racism and oppression that minorities face, they view the Euro-American-influenced curricula taught in schools differently than white students.

This author advocates for the inclusion of ethnic studies in the school curriculum. Mainstream curricula (Euro-American) in schools do not adequately represent the history of the U.S. population, and as a result, students feel disconnected from the teachings. “Whites continue to receive the most attention and appear in the widest variety of roles, dominating storylines and lists of accomplishments.”  The material taught is dominantly white text, so the actual racism and oppression that the U.S. still faces are not accurately portrayed. “Even texts published within the last ten years, while having added content that previously was absent (such as depictions of racial violence directed against African Americans during slavery), continue to disconnect racism in the past from racism today and to frame perpetrators of racism as a few bad individuals rather than a system of oppression, and challenges to racism as actions of heroic individuals rather than organized struggle.” We are trying to paint this picture that racism and oppression are not currently an issue, and students who are victims can see right through.  “Ethnic studies scholarship by and about racial minority groups presents a different narrative that is shaped partially by histories of oppression in the U.S. as well as by the intellectual and cultural resources and traditions of those communities.” Through ethnic studies, minorities feel represented and, as a result, are engaged in the learning material. For example, if a black student feels oppressed and discriminated against, they aren't going to hold the Bill of Rights as a truth. If the students cannot trust what is being taught in schools, how is that student supposed to grow and prosper? Ethnic studies are inclusive, making all students feel connected and promote growth.

Blog 4-DEI in Education

 Title: Presidential Actions: Ending Radical and Wasteful Government DEI Programs and Preferencing

Author: The White House, President Donald Trump

Title: Presidential Actions: Ending Illegal Discrimination and Restoring Merit-Based Opportunity

Author: The White House, President Donald Trump

Title: Trump’s Executive Orders on Diversity, Equity, and Inclusion, Explained

Author: The Leadership Conference on Civil and Human Rights/Amalea Smirniotopoulos

What is DEI in 2025 and why does it matter for schools?

The DEI, which stands for Diversity, Equity, and Inclusion, is a belief that originated with the Civil Rights Act of 1964, aiming to make discrimination based on race, color, religion, sex, or national origin illegal in employment. Following the passage of the Civil Rights Act, additional decrees have been implemented to prevent racism and promote equality. Currently, in 2025, President Donald Trump has implemented changes to the DEI through the following executive orders: Ending Radical and Wasteful Government DEI Programs and Preferencing and Ending Illegal Discrimination and Restoring Merit-Based Opportunity. In summary, the first order ended all forms of DEI in the Federal Government and its funding. The second order, Ending Illegal Discrimination and Restoring Merit-Based Opportunity, dismisses any of the initiatives and policies set forth to reduce racism, claiming to be the DEI, but, in reality, do not serve that purpose, are immoral, and go against the Civil Rights Act.  He states that citizens should be chosen for a job based on merit rather than their membership in a particular race or gender. Multiple executive orders, issued over decades, were revoked that aimed to help minorities and promote equality. Regarding education, institutions that receive federal funding are required to comply with these new orders, which the Attorney General and the Secretary of Education guide. 

In contrast, the third article, Trump’s Executive Orders on Diversity, Equity and Inclusion states, “These executive orders are designed to chill and prohibit lawful efforts to advance equal opportunity. They attempt to do so by spreading disinformation and distorting federal laws to advance an agenda based on division and hate.” I feel Trump did make a very bold move by ridding these policies that have been a part of our government for decades. These executive orders as Armstrong and Wildman would put exhibit “colorblindness.” Trump is dismissing the fact that people who are not a part of the privileged sector struggle and, by nature, are not incorporated into mainstream America and need assistance. 

The Leadership Conference on Civil and Human Rights states the importance of DEI in education, “Instead, they are strategies to equalize opportunities for groups of people who are unfairly disadvantaged, such as engaging in broader outreach and recruitment measures to expand a college applicant pool.” People of color and low income do not have access to the best education system; with executive orders that promote diversity, prestigious schools offer opportunities to those who do not have access.  The image below provides a visual representation of how students, depending on their privileged status, require support to achieve the same outcomes as their more privileged peers.

Without being inclusive and offering opportunities, it will still be a white, male, middle-class-dominated world; the way things are set up starting from grade school makes it hard for minorities to move up in society. As Delpit stated, the school's culture is designed for the success of students from upper-middle-class families. Knowing these facts and then seeing all the DEI efforts in education revoked almost feels like we are going backward. We are once again turning our cheek to racism in America. The link below delves deeper into the importance of DEI in education, breaking the cycle of the privileged consistently receiving a better education, which in turn translates to better job opportunities and higher pay. In addition, the DEI in schools promotes a global education system that fosters students' empathy and encourages multi-perspective thinking.  It also claims that we are sheltering our children and preventing them from experiencing diversity firsthand:

DEI programs are crucial for equitable education

In conclusion, removing DEI from education and the workforce would be a step backward, embracing a very narrow-minded mentality. As Amalea Smirniotopoulos states, “The federal workforce is best able to serve our country if it reflects the full range of available talent.” This country will better serve its citizens once it can represent all of them; the only way to do this is by embracing diversity, equity, and inclusion.