Fullerton College
110 Anti-bias Perspective Seminar
Spring 2008
Collected Questions Regarding Readings:
· Article #4: “Levels of Racism: A Theoretical Framework and a Gardner’s Tale”
· Article #9: “Christian Perspectives on Anti-bias Work”
· Article #10: “Why do we need this class? – Multicultural education for teachers”
· Article #11: “Preparing Teachers to Use Their Voices for Change”
· Chapter 8: “Learning to Resist Stereotyping and Discriminatory Behavior”
Questions:
- Chapter 8: “Are educators and school districts comfortable enough to develop and incorporate a curriculum for diversity, anti-bias and/or stereotypical behaviors? (most address the issue initially then leave it alone)
- “What options does a teacher have when a parent’s bias behavior towards her/him effects the teacher/parent relationship?
- Article #4: “I enjoyed the reading and how the symbolism was represented by the levels of racism. Can we or are we able to in our country (even state), as diverse as it is teach, guide or ‘cultivate’ a new generation to accept and be receptive to change- especially with gangs/territorial boundaries prevalent?”
- “If scientists are so smart then why do they have to study only one racial group? Wouldn’t they find more evidence and support if they studied all?”
- Article #4: “Why would they tell a story about flowers to do a comparison of the economics and racism? It would be better to do an actual study”.
- Article #9: “How can we grow as an individual, if say you are not being taught differences amongst others? How will we learn to respect them for who they are?”
- Chapter 8: “So how do we react as teachers when a child is uncomfortable with differences? What is the best way to address this issue at once?”
- Article #4: “Does institutionalized racism mean that you have access to certain things according to your race? Can you please explain what institutionalized racism is and what it does?”
- Article #11: “What are the cultural biases in the standardized tests?”
- “What is multicultural education?”
- Article #11: What is fairness, justice, and equity?
- “I don’t see the human races as of different colors. We are different colors and those colors came from one so why are we classified as having ‘color’?”
- Article #10: “What are my prejudices?”
- Article #11: “What would be a good example of a non-racist test?
- “Which sensitive subjects are not to be addressed in class, if any, and what does a teacher do if they are brought up by students?”
- Article #11: “Why is it thought to be ‘good, healthy, and desirable for children to convey only one cultural perspective’ when as they grow up we want them to be accepting of all cultures. Isn’t it better to be exposed to a variety at an early age?”
- Article #10: “The author states that she is convince that no matter how much information she gives teachers about cultural groups, if they are not prepared to understand others, they will not be ready to hear and receive the information. So if you don’t agree with some points of cultural groups, does that mean that you will always be somewhat of a bias person?”
- “How do you include and embrace culture in the classroom without alienating someone?”
- “Is there a ‘happy medium’ between ethnocentrism and racism?”
- “Why are people so cruel in thinking that poor people do not deserve something good?”
- “Why would a person assume that just because parents have different cultural backgrounds they expect less of their children’s education?”
- “Is the education system different now then it was 25 years ago, are our differences looked upon as equal?”
- Article #11: “In attempting to create an open-dialogue, how does one deal with: (a) the person who has all the answers whether they are right or wrong? (b) one who keeps asking more questions to fuel the fire? (c) one who refuses to listen, is in denial or does not even try to understand?”
- “How do they teach the teachers about everyone’s race?”
- Article #10: As a teacher, is it important to know the child’s culture? Should you not just equally give respect, care for the child, and have trust in all (equality)?”
- Article #11: “As teachers, how can we change the curriculum of the class? Where do we get the power from?”
- Article #10: “What is multicultural education. What does multicultural mean?”
- Article #11: My question is sort of an opinion question, but while reading this article, I kept asking myself, could there ever be a day where racism ceased to exist? Personally, I don’t think we are strong enough as a society to stop racism in its tracks. It is always present.”
- “How can you stop yourself from being prejudice if you are unaware of your actions?”
- “How can you realize if you are being prejudiced?”
- “How can you tell if a child is racist? And, how do you prevent a problem before it happens?”
- Article #10: Why do we need this class? Did you model your class after this article? (I feel the same vibe in your class as the article).”
- “If you are unaware that you carry preconceived notions about others, are you ignorant or naïve?”
- “Should teachers of young students address the issues of racism with them?
- Article #11: “What is a good age to talk about racism to children?”
- “Why is it assumed that all white people feel privileged?”
- Article #10: “How do you feel about culture affecting the learning environments?”
- Article #11: Attitudes and behaviors of children have a tendency to mimic what is said or done in the home as well as at school. How does one as an educator teaching anti-bias in the classroom carry over once the child has left school only to return home to an entirely different environment?”
- Article #11: What was this article about? It was confusing to me.”
- “How can religion be addressed in a public school by the teacher?”
- Article #11: “Why do we need more multicultural educators? To show a different method of teaching the truth behind the textbooks. Failing to thrive?”
- Article #10: “Do you think that Mexican parents from low income areas do not care about their children?”
- Article #11: “Should the early childhood program have open policies for cultural traditions and religious celebrations?”
- Article #10: “Why would student ‘blindly accept the unfairness of society’?”
- “How can you prepare a student or make them understand racism?”
- “How can I be tolerant of other cultures and races if I don’t even know about my own culture?”
- Article #10: According to our testing standards, should the teachers be depositing information in children’s minds and make them passive learners or forget about the standards and classrooms as ‘think tanks’?”
- Article #11: “How can we apply them as we reorganize professional preparation to create the activists we want and need in early childhood education?”
- Article #11: “Why is it important to prepare teachers to use their voices for change?”
- Article #10: “Why is it important as a teacher to examine the issues of race, class and gender that may serve as barriers to equal opportunity to learn?”
- Article #10: “Why is it that different cultures and backgrounds just be incorporated into our school curriculum? Is it just that we’re too lazy or ignorant?”
- Article #10: “Ms Pang states: ‘the most damaging assignment is to send a teacher to different ethnic gatherings’. I disagree. My question is would you be offended if an outsider came to your church, for example, to learn about your culture?”
- “Do you think a child in a lesser income family deserves more attention than someone in a rich or wealthy family?”
- Article #10: “How can we determine which is the best approach to teaching? Freire’s thoughts about not being in control, but learning from one another or repeating information until we feel it has sunk in?”
- “I do believe that literature is very important but how can we engage all of our student in literature?”
- Article #10: “How do you go to different communities and tell them you want to learn about their cultures without insulting them?”
- “How can I change my view on racism so that I can change the views of the children I teach?”
- “The second phase of class focuses on getting to know culturally diverse neighborhoods. My parents have inculcated ideas about stereotypes on certain communities, does that mean that I am bias and can change?”
- Article #11: “What steps can be taken in order to prepare work that may be seen as bias to some, when are key focus is to educate?”
- Article #10: “How do you send people into alien environments without creating a zoo experience?”
- Article #10: “Do you feel that an anti-bias environment in a classroom will make a difference if the child’s parents are teaching him/her racist ideas at home?”
- Article #11: “Can there be racism among people within their own culture?”
- “When a child shows signs of being prejudice by saying, ‘My dad said not to play with that black child’, of course, you going to have a meeting with that parent, but how would you go about talking to that parent? Especially if he were to get upset? What would we do?”
- Article #4: “Besides the gardeners story, what is another good example of institutional racism?”