In the article Human Rights, Diversity, and Citizenship Education by James A. Banks, the author calls on readers to examine the way children tend to be treated in our school system. By citing the Universal Declaration of Human Rights, the author calls on everyone to recognize people of all ages as equal citizens. I couldn't agree more.
I have had great experiences student teaching, and with my own children attending public schools in Washington, D.C., California, and Vermont. With every move, I have encountered involved parents and sincere teachers. However, I have also observed a quiet crisis, and this article speaks directly to the way some children are treated in school, and I think EVERY child at some point experiences disrespect from a school staff member.
Even at "great" schools, I have seen children talked down to, made to cry, and physically handled for very small infractions. Usually, simply not following the rules is enough reason for a teacher or para to humiliate the student. The infraction need not be anything egregious; talking quietly in line is enough reason for some staff to reprimand a student. This crisis, I feel, has a cumulative effect on the individual and on students as a whole. Even if not the one reprimanded, students still feel for their peer who is repeatedly scolded. All of this is so counter-productive to education, citizen-building, and lifelong learning as to be unconscionable.
An adult talking in line at the bank with their friend would not be told to go to the back of the line, much less to go and sit in the corner for five minutes. Why is it common practice for children in schools to be treated this way?
I do take issue with the author when on page 107 he states, "Non-reflective and unexamined cultural attachments will perpetuate cultural and ethnic ethnocentrism". (Banks, 2009). I don't think that a person needs to critically examine their fondness for a particular cuisine, for example. But, I do agree that students should be global and local, proud of their culture(s) and origin(s) and appreciative and informed of all others.
Reference:
Banks, J. (2009). Human Rights, Diversity, and Citizenship Education. The Educational Forum, 73, 100-109.
Shannon- I too have seen instances of teachers/paras acting in a knee-jerk reaction that has the effect of shaming a student for a seemingly minor offense and it can have a lasting affect on that student's desire to learn. However, I'll share a situation that happened yesterday where treating students as equal citizens runs up against the need to also keep them safe.
ReplyDeleteI believe as a science teacher students should practice science. When we study chemistry I want students to use chemicals in a way that enhances their understanding of concepts. When we start a lab I go over the safety procedures with the class and make it a point to over-emphasize the hazards for the chemicals we are using. In some cases I am not exaggerating. My standing rule is if I see anyone using equipment/materials/chemicals in a dangerous manner, they have to leave the room. In four years I have asked two students to leave. The vast majority understand the importance of being safe,and I believe, respect that I have placed my trust in them to use materials as intended. That is the equity part. With that equity comes responsibility and accountability. Unfortunately, I did remove a student who endangered another student through the misuse of materials. He and I will sit down today as a follow-up and perhaps he will be allowed back into the lab.
I think that students want to be treated as partners in their education but with that partnership comes responsibility.
Hi Shannon,
ReplyDeleteI appreciate your holistic and kind attitude toward the treatment of children at school. Your example of adults waiting in line for coffee is a good one. During my student teaching practicum I was supposed to enforce silence in the mornings, as they were expected to silently read before our morning meeting began. This always bothered me, as I feel that the students should be able to come in and mingle and chat with their friends and classmates. Isn't that what we do before class starts? Imagine if we were told that we had come right in, sit down and start reading our book, and not to speak to each other. It doesn't make sense to try to control every free moment.
I like the way Brian handles things; it seems that he respects his students and that they are empowered by his trust and rise to the occasion the vast majority of the time. Treating the students this way respects them and also improves their safety.
Shannon,
ReplyDeleteDuring my practicum at an elementary and middle school I encountered an adult towering over a young child and harshly reprimanding the student for talking in line. The size, body language, and tone of the teacher combined to create what I thought was a very intimating and humiliating experience for the child. I thought that your example of adults talking in line helped to display the different treatment of adults and children in similar situations. I think that as an educator thinking before acting and evaluating the situation is important in determining an action to take. I also enjoyed Brian's response and believe that education is based on mutual respect and responsibility.