While
viewing Patrick Briggs’ YouTube recording “A tale of two dollars” made me look at the analogy of
preschool age African American versus White age peers exhibiting the same
behaviors and the discipline actions along with implicit/explicit bias due to
race and/or skin hue. It is critical to
take a culturally responsive strengths-based approach that focus on African
American culture incorporating those skillsets not viewing and being through
intentionality implementing which build upon strengths, gifts, talents and
their interests toward successful educational experiences as the continue in
K-12 environments and beyond if desired for productive adults.
“A tale of
two dollars” has the viewer to see and state even though one remained flat and
other one is balled up they both have the same value and same worth. Take the analogy to flat dollar bill is white
preschooler and balled up on is an African American preschooler who are the
same age with goals set to progress in domain skills. Again, flat dollar (white student) and balled
up dollar (African American student) who is seen as not having worth to make
required modifications or equity work for successful outcome in your
class. Great teachers see the positive,
potential and possibilities the child has inside
to tap into their greatness. Yes, every
child is worth the investment but what is the reality given to African American
children?
Gloria
Ladson-Billings (2009), coined the term culturally
responsive or culturally relevant
education where teaching is informed by the content in conjunction with the
experience’s children/students lived or currently living. Also, Geneva Gay (2010) further defined
culturally responsive teaching identifying primary characteristics that are (1)
cultural respect, (2) responsiveness, (3) relevance, (4) rigor and (5)
research.
Based on
research conducted by Walter Gilliam (2005) data revealed there are 3 B’s for
high percentage of preschool age children being expelled and/or suspended. The 3 B’s are Big, Black and Boys and I want
to add the letter D for those who have been diagnosed with a Disability. It should be denoted that African American
girls are being expelled and/or suspended not far behind African American boys
both higher than White and Asian age peers.
It’s time to
look back at the “The Tale of Two Dollars” through the lens of educators being
culturally responsive of all children/students enrolled instead of facilitating
learning from the White European textbook which most of our 2- and 4-year institutions
of higher education in the education, child development and early childhood
programs which in return is implemented when becoming a classroom teacher,
administrator, early mental health consultant and other related fields. Let’s take a closer look at the directive
given to sit on the carpet/floor, criss cross applesauce, wit hands in your lap
with eyes on me (teacher). The white
children follow the directive; however, teacher noticed the African American
boys or one in particular is not following directive which is followed by teacher
call child’s name repeating sitting directives and if not followed by removal
from gathering space to typically a “time out” or “calm space” to get oneself
together than return once ready to follow sitting rules.
Therefore,
for culturally responsive should understand and comprehend the African
Americans are “movement oriented and vervistic (may be considered immature and
lack self-control” (Wright and Counsell, 2018, p. 34). The suggested culturally responsive
recommendations would be (1) outline square space with tape which the child can
use without disturbing classmates, (2) give child tray with puzzle pieces to
put together, (3) place large ball in milk crate for child to bounce on as
needed, (4) give child favorite toy or stuff animal and can be added to the
list of items the child likes as an option s/he can use during sit quiet time.
Wright and
Counsell (2018) stated, “Black boys display vervistic behaviors in the early
childhood classroom, teachers will see students with high levels of energy, who
are easily excited, physically active when engaged and mentally stimulated, and
‘loud’ when excited or engage” (p. 32).
Therefore, teachers misperceive African American children actions as
defiant, oppositional, misappropriate and not adhering to the traditional norm
as they were taught in education coursework.
As the
educator’s lens see African American preschoolers entering the classroom with
negative expectations of their achievements for while enrolled seeing you as a
facilitator of scaffolding learning experiences as they progress through domain
skills. Yes, let’s engrain in adult
mindset we see African American children being a “promise, potential, and
possibilities (Wright & Counsell, 2018, p. 2) to inspire them towards
greatness into adulthood seeing their assets and strengths. Again, to reduce/eliminate the potential of
being suspended/expelled from program becoming more equitable and culturally
responsive developing of curricula.
Therefore, to be effective incorporating culturally responsive strength
base approach lies deeply in knowing, understanding, cultural identities of
African American students and engaging with parents/family members to better
facilitate learning.
Quote:
“There is no
power for change greater than a community discovering what it cares
about”. – Margaret J. Wheatley
References
A tale of
two dollars retrieved from https://youtu.be/b9Auw0MzW50
Gay, G. (2010).
Culturally responsive
teaching: Theory, research, and
practice. New York: NY:
Teachers College Press.
Gilliam, W.
S. (2005). Prekindergarteners
left behind: Expulsion rates in state
prekindergarten programs (Policy Brief No. 3). New York:
Foundation for Child Development.
Ladson-Billings,
G. (2009). The
dreamkeepers: Successful teachers of
African American children (2nd ed.). San Francisco, CA: Jossey-Bass.
Wright, B.
L., & Counsell, S. L. (2018). The
brilliance of black boys cultivating school success in the early grades. New York, NY:
Teachers College Press.
