Madison Wise Kelly Armentrout EDU 6085 Values in Action 1.26.16 Madison Wise Kelly Armentrout

Issues of Race “Scholars argue for the importance of dealing with race (Pollock, 2008; Richert et al., 2009) because adolescent development involves increasing concern with racial/ethnic differences (Levinson, 2011, p. 62-63; Tatum, 1997).” “So often adults in schools avoid issues related to race…due to their own discomfort…(Pace, 2015, p.14).”

Question: "Why is Bobby's skin so dark?" (Johnny, 5 years)

A Framework for Response Level 4 (Appropriate): "Bobby's skin is dark brown because his mom/dad (or birth mom/dad) has dark brown skin." Level 3 (Expressly Color-blind): "His skin color doesn't matter. We are all the same underneath." Level 2a (Inappropriate - Avoiding): Pretending the question was not heard (e.g. “Why don’t we come over here and play?”) Level 2b (Inappropriate - Admonishing): "Shh, that's not nice to ask. What if I asked you ‘Why are you so white?’" Level 2c: (Inappropriate - Dismissive): “Hmm. Let me guess. Did you paint him that color?” Level 1: (Discriminatory): “Because he’s Black, he’s not like you. All Blacks look the same.” (Atwater, Sheri A. (2008). "Did they Say What I think They Said?” A Multicultural Response Framework to Address Racial Comments in the Classroom. Journal of Education and Human Development Volume 2, Issue 1.)

(MALE UPPER GRADE WHITE/LATINO) Derrick, a 10-year-old White child, consistently refers to Joe and Richard as “brown boys” in class. Joe and Richard are Mexican-American. (MALE UPPER GRADE WHITE/LATINO)

Discussion Questions What are the fears that first come to mind when you hear these questions? What might cause someone to give an avoidant, dismissive response or an admonition? Is the intention behind the question fully understood? How do you know? How could a teacher’s inappropriate response affect the child? The other students who hear it? What would an ideal response sound like?

References Atwater, Sheri A. (2008). "Did they Say What I think they said?” A multicultural response framework to address racial comments in the classroom. Journal of Education and Human Development Volume 2, Issue 1. Levinson, M. (2011). No citizen left behind. Cambridge, MA: Harvard University Press. Pace, J. L. (2015). The charged classroom: Predicaments and possibilities for democratic teaching. New York: Routledge. Pollock, M. (2008). Everyday antiracism: Getting real about race in school. New York, NY: The New Press. Richert, A. E., Donahue, D. M., & LaBoskey, V. K. (2009). Preparing white teachers to teach in a racist nation: What do they need to know and be able to do? In W.Ayers, T. Quinn, & D. Stovall (Eds.), Handbook of social justice in education (pp. 640-653). New York: Routledge. Tatum, B. D. (1997). “Why are all the black kids sitting together in the cafeteria?”: And other conversations about race. New York: Basic Books.