#5. As a Social Studies teacher, integrating diverse historical perspectives is central to our role as educators. We make a point to teach historical events from multiple perspectives-- for example, Kipling's "White Man's Burden" vs. Morel's "Black Man's Burden"; Rape of Nanjing vs. Invasion of Nanjing, Sepoy Rebellion v. Sepoy Mutiny, etc. We ask students to analyze documents, pose questions and seek to understanding complex interactions (with the goal of not repeating past practices). We hope to inspire change. It is important to uncover our own biases to expand our knowledge, learn about other people and cultures and begin to understand how diverse the world is.
#1. This question was definitely eye opening to me. The High School I attended was diverse in terms of student ethnicity; however, many of my close friends were of the same background and socio-economic status. In college through pre-student teaching placements, volunteer work and summer jobs, I interacted with many students and families who experienced tragedy and hardships. Over the past 15 years in the district, I have taught students of diverse backgrounds, family histories and social/emotional needs. Some friends in my personal circle have joked about the district I work in and our student population. I have found myself defending our district and my struggling students--only to be told I have a "bleeding heart" and was overly empathetic. While my circle is not nearly as diverse as I had expected (and all close parties are within a 15 minute radius), I feel like our experiences can shape our understanding, appreciation and interaction with other whom are different than us.
#1. This question was definitely eye opening to me. The High School I attended was diverse in terms of student ethnicity; however, many of my close friends were of the same background and socio-economic status. In college through pre-student teaching placements, volunteer work and summer jobs, I interacted with many students and families who experienced tragedy and hardships. Over the past 15 years in the district, I have taught students of diverse backgrounds, family histories and social/emotional needs. Some friends in my personal circle have joked about the district I work in and our student population. I have found myself defending our district and my struggling students--only to be told I have a "bleeding heart" and was overly empathetic. While my circle is not nearly as diverse as I had expected (and all close parties are within a 15 minute radius), I feel like our experiences can shape our understanding, appreciation and interaction with other whom are different than us.