A new term began at my current workplace and I had a few new students joining my class. When talking to a parent, I was eventually asked where I was from. I answered "Sweden," not going into much depth about my background as I feel that those types of questions are appropriately answered with a simple reply. The parent's response to my answer was "Oh, your English is very good!" as an expression of shock. The microinvalidation conveyed towards me was an unintentional insult to my culture and an insinuation that Swedish people tend not to speak with a "clean" accent (Potts, 2014). The comment, I assume, was in relation to my accent and not my use of vocabulary, proper grammar, or knowledge of the English language. I have received similar shocked expressions previously and have come to accept the comment, smile politely, and answer with a simple response explaining that I was raised bilingual in a predominantly English speaking household. Such microaggressions I find do not necessarily stem from racial prejudice but more from a lack of knowledge and an inclination towards stereotypes.
Learning about microaggressions has developed my knowledge about discrimination, prejudice, and stereotypes with regards to their origin and individual biased outlooks. As it is often the subtle insinuations (that sometimes go unnoticed by the person making the remark) that cause the most harm, it is important to limit personal bias and automatic assumptions based on stereotypes by gaining more knowledge about other's cultures and surrounding ourselves among individuals of different backgrounds. In order to reduce microaggression in the classroom, all students should receive high expectations from their educators regardless of race, gender, sexual orientation, disabilities, or background (Potts, 2014). Also, it is important that when discussing identities and issues related to specific groups one should not focus solely on a child that one thinks represents that group because it makes an assumption about the children's identities and can put that child on the spot.
Resources:
Potts, Z. (2014). Microaggressions. Fordham University: Center for Teaching Excellence. Retrieved from http://www.fordham.edu/academics/office_of_research/research_centers__in/center_for_teaching_/the_art_of_teaching/microaggressions_89343.asp
Potts, Z. (2014). Microaggressions. Fordham University: Center for Teaching Excellence. Retrieved from http://www.fordham.edu/academics/office_of_research/research_centers__in/center_for_teaching_/the_art_of_teaching/microaggressions_89343.asp
Nicole,
ReplyDeleteIt is wonderful that you have high expectations for your students and are ware of each child's identities.
Hello Nicole,
ReplyDeleteI agree with you that personal biases should be set aside. As educators, we cannot assume anything about our students and families. We need to do our homework in a sense to find out what we can about the children and families we service and make them feel welcome in the environment.
Hi Nicole,
ReplyDeleteI like the picture you pasted for this week's blog. It clearly shows how different two people could be. I like that you emphasized on ways to prevent prejudice or bias in the classroom. Children need to be assured of their individual differences and to build their self-esteem.
Great post Nicole! Thank you for sharing your insight. I agree with you when you discuss how to address specific groups in the classroom without singling out any specific child. This clearly shows how you are applying your awareness and moving forward positively. Thank you for sharing!
ReplyDeleteEmily~