I thought this was pretty provoking. It was strategically placed right at the beginning of the introductory chapter of Culture, Curriculum, and Identity in Education (Milner, 2010, p. 1).
White teachers
sometimes do not believe and fully understand that they have a culture
[...] or that their worldview and
practices are culturally grounded, guided, and facilitated. They struggle to
understand that they, like people of color, too are cultural beings and that
their conceptions, decisions, and actions are culturally shaped and mediated. They sometimes classify others as “cultural beings” or “diverse” and
sometimes do not recognize the salience and centrality of their own culture, and how it is woven through their work as teachers. Culture is steeply
embedded within and around each of us, is in and among all groups of
people, and is especially shaped by the social context of education.
What do you think? I wish I knew more white teachers whom I can discuss this.
In the later sections of the introductory chapter, the editor discusses the "null curriculum" - which is what teachers choose not to teach, but is learned. This is not even those implicit lessons that we sneak into our teaching. This is really what we don't teach. Unbeknownst to many, what the teacher does not teach in the classroom is learned by many. The editor uses a racist interchange to exemplify this point. If students are not taught to 'speak up' in an (intercultural) interaction where racism is present, they will learn that it is okay for them to keep silent in situations as such. This prompted me to think of the many times I have used real-life situations as a basis to teach conversation. Never in my teaching career of 3 years and 9 months did I ever teach my students how to communicate in negative situations (how to respond when you are being scolded, how to respond when someone says something really bad to you, how to respond when someone cheats you). Have we, English teachers, become fazed with the ideals that language materials portray and forgotten how brutal the real world can be?
Reference:
Milner, R. H. (Ed.). (2010). Culture, Curriculum, and Identity in Education. USA: Palgrave- MacMillan.
What do you think? I wish I knew more white teachers whom I can discuss this.
In the later sections of the introductory chapter, the editor discusses the "null curriculum" - which is what teachers choose not to teach, but is learned. This is not even those implicit lessons that we sneak into our teaching. This is really what we don't teach. Unbeknownst to many, what the teacher does not teach in the classroom is learned by many. The editor uses a racist interchange to exemplify this point. If students are not taught to 'speak up' in an (intercultural) interaction where racism is present, they will learn that it is okay for them to keep silent in situations as such. This prompted me to think of the many times I have used real-life situations as a basis to teach conversation. Never in my teaching career of 3 years and 9 months did I ever teach my students how to communicate in negative situations (how to respond when you are being scolded, how to respond when someone says something really bad to you, how to respond when someone cheats you). Have we, English teachers, become fazed with the ideals that language materials portray and forgotten how brutal the real world can be?
Reference:
Milner, R. H. (Ed.). (2010). Culture, Curriculum, and Identity in Education. USA: Palgrave- MacMillan.
Comments
I agree with you - it'd be nice to find out what they think. I think a conversation with Ms Julie Cook would be awesome!
An interesting point on 'null curriculum'.
I like following your thoughts. Keep writing!