Teaching
Race in the Classrooms of America by Mrs. Dorothy Barron
Do not avoid teaching Black History, allow controversy to
prevent or become a deterrent to teaching Black History. What is taught, method
and how taught are key points to keep in mind when teaching Black History. It
is the struggles of a Race of people and much more; you will encounter race and
racial issues, a plethora of emotions, as well as unresolved issues.
It is also important to balance the hardships, struggles and
abuses with accomplishments and achievements of the Race.
The web was abuzz one or two weeks ago; according to the
buzz, Math and History (inclusive of beatings and lynchings) were combined and
presented in the form of Math problems as homework to students courtesy of a
Second Grade Teacher. Parents expressed their concerns and or displeasure with
the school administration.
First of all, to my knowledge and from what I heard, all the
relevant details were not forthcoming; therefore, this post is not meant to
serve as recrimination, a defense or offense. It offers some general comments
and thoughts to consider about teaching race in the classrooms of America. The
situation may have offended some, but it directly affected children, Parents
and involved teacher at the school and impacted the school as a whole.
What I gleaned:
The Assignment and/or the way the assignment was presented
was troubling; raised eyebrows and possibly much more.
Evidently, the teacher did not have knowledge of how deep
the issue of race runs in America; was very remorseful and most likely, not inclined
to repeat that particular assignment, again.
Information not
readily available:
·
All relevant details
·
Specifically, what the Parents objections were:
negative portrayal of the subject(s), manner in which it was introduced; the
subject/course, etc.?
Things to Consider:
·
If the teacher was/is an effective teacher and
no longer teaching at the school due to an honest mistake and poor judgment on
an assignment; how does such impact both the teacher and students and what does
such say about the nation as a whole?
·
Was the teacher approached by Parents first with
concerns about the assignment? If the
situation occurred with any of us on our jobs, would we desire and appreciate
being approached first instead of the boss or company president?
·
Controversy can serve as a method to deter the
study of Black History.
Consider the
following Actions to Take:
·
Schools should understand that Black History is
more than a Subject. There are individuals and groups that can assist entities
with the introduction of Race and race issues in both the classroom, business
and other environments.
·
When teaching on the subject of Black History,
to include only the adverse and negative aspects can produce an inferiority
complex among some students. Include accomplishments and achievements of the
African-American Race and contributions made by others.
·
One major problem is that most fail to teach the
entire Black History story.
·
Parents who called or visited the school showed interested
in their children’s education. Solicit their involvement – establish a
committee of culturally diverse Parents and obtain their input on planned Black
History activities and/or have them review proposed curriculum and activities.
Perhaps, next year, interested Parents will request in advance the activities
that will be taught and/or introduced on this subject or any other that you
desire.
·
Utilize this situation – Parents, take time to
share and teach some Black History to your own children.
·
Parents, you should be sitting some school
committees (do not confuse with PTA/PTO committees).
·
Last, but not least, Black History is not an
optional course, it is a part of America’s History and should be included in
our studies.
Mrs. Dorothy Barron, Founder
E-mail: barron.dorothy@yahoo.com
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