The article by Glazier and Seo provided insightful discussion around the use of multicultural texts in schools. Their documentation of students' experience with discussions around the text, The Way to Rainy Mountain, provides a strong example of how minority students are given a voice through discussions surrounding the text, while the experience of white European students is quite different. The authors point out that while the intent behind using multicultural texts in classrooms is good, we as educators might be inadvertently alienating students of white European descent. Exploring "whiteness" should be included in multicultural discussions, an area that has largely been left out. Through the use of multicultural texts in the classroom setting, students of white European descent may develop a sense of "culturelessness", and feel they have anything of significance to bring to the discussion. As heart wrenching as this may seem, students all over have had this experience. The authors thoughtfully explained how classroom environments can become a place of openness and trust. They discussed how teachers can leverage dialogic instruction so that voices of both minority students as well as majority students are heard, and pointed out that in order for students to feel that they have something to contribute to the discussion, they first need to make multiple and meaningful connections to the text.
Although the content of this article is certainly still relevant today, classrooms of 2024 are vastly different from the classrooms of 2005. Student access to cell phones and social media, as well as today's political climate, has had a huge impact on the way teachers in 2024 navigate classroom discussion. However now, more than ever, our students need to engage in discussions that give voice to multiple perspectives. Watering down content would be a huge disservice to our students. Many Iowa school districts, however, are made up of mostly white, rural students from conservative backgrounds. While I believe that exploring multiple perspectives is essential, I also know that engagement in some discussions can be problematic. Add cell phones and social media to the mix, and teachers have quite a mess to wade through. That said, one particular remark from the article resonated with me. The authors stated, "Just as curricular choices often privilege majority students, a teacher's discourse - indeed what he or she says and does not say and what he or she allows students to say - may lead to further marginalization of minority students," (Glazier & Seo, 2005, p687). This is a powerful statement as it highlights the impact of teachers in a classroom. What a teacher says, or doesn't say can influence where a classroom discussion might go, and sends a message to students about what is valuable or worthy of discussion. As teachers, the messages we send are powerful and can have a strong effect on shaping students' perceptions, or validating their experiences.
As I processed through the ideas that Glazier and Seo presented, I agreed with the points they made, and I particularly liked the idea of guiding students to use multicultural literature as a window into learning about another culture, while also using it as a mirror to reflect on their own culture. One question, however, kept returning to me. Given our current political climate, how can teachers best navigate these discussions? These discussions can wander into sensitive territory, and although our intentions are good, we also don't want to find ourselves in a situation where something we said, or didn't say, is taken the wrong way, or is found offensive. Are there structures, guidelines, or prompts that others have found effective in both helping students to engage, while also keeping the discussion authentic?
Glazier, J., & Seo, J.-A. (2005). Multicultural literature discussion as mirror and window? Journal of adolescent & adult literacy, 48(8), 686-700
The point you make with your question is very interesting. As you mentioned, out current political climate is tough. It is very easy to offend someone even if you are not trying. Going into an election year is going to make this school year very interesting. Something that I find myself doing, if I do anything, is giving perspectives from both sides. Most of my students take that for what it is.I feel as though if we were to simply not answer or breeze over it, it will cause students to question it more. Students just want to be informed. They want to feel like they understand what is going on. I think it is important to give information from both sides in the most unbiased way that I can. The question that still comes to mind is, is that something that is okay to do? Is it okay to inform students even if it makes you feel uncomfortable? Is it our job as teachers to inform our students and bring up those uncomfortable conversations in the name of students gaining more cultural perspective?
ReplyDeleteI understand the struggle to want every student to have a voice while acknowledging that some students won't speak up and might get offended by what other students say. I don't know if this is helpful, but one strategy that I use in my class (7th grade biology) is to let the students know that they are welcome to ask whatever questions they want and I will try to give them an honest and frank answer. But, I let them know that I reserve the right to defer to their parents (some students are either uninformed about sensitive biological processes or they want to put me on the spot :). I remind them that, if they're not sure whether their question or comment is appropriate, they are welcome to save it for a break or until after class. That way, students that might genuinely want to know something don't feel like they don't have an opportunity to share or question even if they're shy.
ReplyDeleteExcellent textual engagement, Jennifer, and great question. I focus on the story in whatever narrative I teach. And on characters--what choices they make, why they make the choices they make, how they interact with those around them, who they are. When I let the story be the story, I find that students themselves raise the issues that might be hot lava topics if I bring them out but are much less so when students bring them into discussion.
ReplyDeleteI appreciate very much your observations about cell phones (and other devices) in class. I find their very existence frustrating so often! But on the other hand, occasionally I find myself saying, "Will someone quickly look up X?" when I can't remember a specific fact.