Cultural+Insensitivity+Inside+the+Classroom

After attending the cultural (In)sensitivity seminar, and reading several, (somewhat - to closely) related texts in my EDU 302 course, I feel inspired to do my Wiki research project on the said topic. I believe that cultural sensitivity is one of the most important things that we need to learn as EDU majors, so that we can practice it when we are teac hers. I define cultural sensitivity as taking into account the different backgrounds that children come from, and nourishing and celebrating these differences, while still equipping them with the curriculum and social tools that they need to succeed in the status quo. I received my first article from the following resource: http://sitemaker.umich.edu/356.skolnik/cultural_sensitivity_in_urban_classrooms

Skolnik, Rebecca (2005). Cultural Sensitivity in Urban Classrooms. Retrieved April 20, 2008, from Structures of the Urban Classroom Web site: [|http://sitemaker.umich.edu/356.skolnik/cultural_sensitivity_in_urban_classrooms

 I took this resource to be credible because it comes from a study done at the University of Michigan, which is a very reliable and trustworthy institution. In the article, Rebecca Skolnik suggests that learning about race solely in classroom may not be enough to teach EDU majors the complexities of cultural sensitivity. She states that in order to learn the necessary traits of being culturally sensitive, teachers must be immersed into diverse classrooms. "One can understand concepts of diversity but one can only experience it once they are a part of it." The article then went on to describe the Urban Education Program in Chicago, which provides undergraduates with both courses //and// internships that address cultural pluralism. These kind of programs help prepare Ed majors with the skills needed to teach in culturally diverse settings when they are finally in the workplace. I believe that it is beneficial for teachers to take advantage of these kinds of internships. In order to achieve a more enlightened, happy and harmonious society, we as teachers have to take the initiative to venture outside of our own comfort zones. The article gave one statistic that indicated that by 2020, 48% of urban schools will be comprised of students of color. This makes clear the growing need for teachers to exhibit culturally sensitive behavior; we have a responsibility to be to prepared to best teach the children we come in contact with during our careers.

The next article I read came from the following resource: [|http://www.jstor.org/sici?sici=0197-6664(200101)50%3A1%3C34%3AIIOSOI%3E2.0.CO%3B2-X]

Fletcher, Anne C., Russel, Stephen T. (2001). Incorporating Issues of Sexual Orientation in the Classroom: Challenges and Solutions. //Family Relations//, //50//, Retrieved 4-21-08, from [|http://www.jstor.org/sici?sici=0197-6664(200101)50%3A1%3C34%3AIIOSOI%3E2.0.CO%3B2-X  I believe that this article is credible, because I found it on JSTOR, which is one of the resources recommended by our wonderful librarian Mary Brown. It focuses on challenges that teachers may face with respect to sexual identity issues inside the classroom. The ones I found to be most pertinent are as follows: 1.) Lack of student exposure to accurate information about sexual orientation 2.) Attitudes of intolerance among students 3.) Avoiding generalizations 4.) Instructor comfort level concerning the topic of sexual orientation The article offers strategies that the authors have found to be effective in handling these challenges. They suggest holding lectures that present correct information and language regarding sexual identity. The article also emphasizes that it is not necessary for a teacher to be an expert on sexual minority research to incorporate sensitivity in their classroom. This article (and other material in the same vein), is important for Ed majors to read if they desire to teach in an inclusive setting. The issue of gender insensitivity often goes unconsidered, and i think that it is our generation's responsibility to create a safe environment for people of LGBT orientation. Just as it can be detrimental to the psyche of a racial minority to stifle his or her heritage in the classroom, it can be equally damaging to the psyche of sexual minority to throw around language like "that's gay."

My third article comes from the following source: http://isites.harvard.edu/fs/html/icb.topic58474/TFTwomen.html  Bok Center, (2002-2006). Derek Bok Center for Teaching and Learning, Harvard University. Retrieved April 30, 2008, from SENSITIVITY TO WOMEN IN THE CONTEMPORARY CLASSROOM Web site: [|http://isites.harvard.edu/fs/html/icb.topic58474/TFTwomen.html

This article is surely reliable. I know because it comes to us from Harvard University, which is renowned for it's prestige, reputability, and professionalism. It contains a great deal of insight into appropriately controlling classroom dynamics so that males do not dominate discourse. It particularly focuses on teaching in a way which //includes// but does not //patronize// women. It emphasizes that a teacher should not call on women to the exclusion of men, as "students tend to resent a new favoritism as much as the old." The article also gives great advice in ways to coax the most out of female students who feel insecure or incompetent in a classroom setting, such as assigning leadership roles to women and using their written work as a pillar for a discussion topic. Most importantly, it points out that a teacher should not assume that gender is the most pressing concern for all women, and to take into account, issues of race, class, religion and national origin. This can be accomplished by knowing students on a personal level, and also by observing the classroom dynamics as they unfold at the beginning of the year. Learning to treat boys and girls (or men and women as the case may be) in an equal fashion is fundamental for good teaching. All to often we hear comments like, "Oh, she likes boys," in reference to teachers' styles. I think that comments like these (whether or not they are true), are indicative of the prevailing sexism that has been ingrained in academia for millennia. the bottom line is this; it is irresponsible for teachers to perpetuate male dominance. It is important that we come to grips with this issue, and try to rectify it. As future teachers, we are lucky to live in an age that is growingly enlightened. I believe that a school environment that is culturally sensitive and inclusive is more and more attainable, as we continue to learn. If we can continue to acknowledge the ways in which we can better ourselves, we will better our classrooms.