“Betwixt Safety and Shielding in The Academy: Confronting Institutional Gendered Racism”
The article, ‘Betwixt Safety and Shielding in The Academy: Confronting Institutional Gendered Racism’ by Cobb-Roberts presents an experience of cultural diversity of one African-American lecturer who teaches in a white student-dominated institution.
According to Cobb-Roberts (2012), the story is about a white student who complains of disapproval with the way the lecturer and his fellow students comment on racism. This student fails to meet the American-African lecturer. The student only meets her in the company of another lecturer.
A policy of addressing the whole class in debates is devised. He later complains of harassment by his lecturer and fellow students. The situation pushes him to seek security. Cobb-Roberts (2012) asserts that the lecturer and her department refuse to approve a security guard in the classroom.
However, the office of the senior academic administrator provides another African-American lecturer as an observer during his presentation. However, the white student does not trust the new African-American lecturer. He is only contented when a white lecturer is assigned. The whole story brings out the theme of cultural mistrust and racism in educational institutions.
Significance and implication of the reading to education and power and agency in classrooms
This reading is significant in education, power, and agency in classrooms since it explores how groupings of learners who have similar ideologies can intimidate students who uphold a contrary view. Based on power that comes with unity, teachers should discourage learners from personalized debates, especially on issues of racism and culture.
If such debates are allowed, students with divergent views will feel intimidated by popular ideas. Such students fear expressing their conflicting views on such matters.
Strengths and weaknesses
The strength of power and agency in classroom in this story is portrayed by the way this white student is able to prompt the lecturer to change the policy of students’ response in class and the provision of an observer of his race by the senior administrator’s office to ensure his security.
However, the reading presents a weakness since the given scenario does not offer tangible evidence of discrimination that can warrant the fear and security demand by this learner.
Contribution to my understanding of multicultural education
This story enriches my perspective on diversity. I have realized that race and gender can be a basis of discrimination. I have also realized that perceived or real racism can result in fear, role-conflict, and mistrust in schools.
“Bringing Theory To Life: Strategies That Make Culturally Responsive Pedagogy a Reality in Diverse Secondary Classrooms”
Herrera, Holmes, and Kavimandan’s (2012) reading, ‘Bringing Theory To Life: Strategies That Make Culturally Responsive Pedagogy a Reality in Diverse Secondary Classrooms’ paints a clear picture of cultural diversity in American schools. It also presents what it deems an appropriate teaching pedagogy.
Herrera et al. (2012) confirm the wide variation in languages and culture among students and teachers in most of the contemporary American schools. Herrera et al. (2012) observe that teacher preparation for the current diverse situation of learners in American schools is inadequate.
Based on this gap, the authors suggest the need to develop an inclusive curriculum that includes variations in language and culture since such a move will be important in upholding diversity in learning. Therefore, teacher preparation programs should equip them for a culturally diverse studentship in schools.
Significance and implication of the reading to education and power and agency in classrooms
This reading is important in the development of education, power, and agency since it highlights the impact of both teachers and student curriculum on the management of diversity in schools. The reading emphasizes proper preparation on the side of teachers concerning the issue of student diversity.
Development of a pedagogy that values and/or upholds diversity is also imperative. This strategy will unite student from diverse parts of the world while at the same time preparing them to work across the world.
Strengths and weaknesses
The strength of this reading is that it is founded on researches that indicate gaps and disparities that are witnessed between students and teachers. The reading is also anchored on preparing teachers on how to handle diversity before they begin teaching.
The reading is recommendable since it suggests a working plan of managing diversity. It suggests the development of a curriculum that is inclusive of cultural diversity. However, the weaknesses of this reading include its failure to substantiate the issue of diversity within the context of education.
Suggestion to include language diversity in education may be cumbersome, owing to the multiple languages that are taught in schools.
Contribution to my understanding of multicultural education
The article is a revelation to me based on its unique presentation of the subject of multicultural education. It has expanded my understanding on how curriculum and teacher preparation can be used to address diversity in learning institutions.
It has also made me appreciate the power of diversity in preparing learners to work in diverse cultures. Besides, it teaches me to appreciate the values of other cultures. Since no individual is an exact copy of another, it suffices to acknowledge people’s differences since each person has a distinct role to play in the lives of other people.
Reference List
Cobb-Roberts, D. (2012). Betwixt Safety and Shielding in The Academy: Confronting Institutional Gendered Racism. The Negro Educational Review, 62(1), 89-91.
Herrera, S., Holmes, M., & Kavimandan, S. (2012). Bringing Theory To Life: Strategies That Make Culturally Responsive Pedagogy a Reality in Diverse Secondary Classrooms. International Journal of Multicultural Education, 14(3), 1-3.