Racism in Schools
Multicultural Teaching Scenario Analysis
Reflection Paper
Fifty-six years after the Brown v. Topeka Board of Education Supreme Court decision, a clear divide can still often be seen between students of different races. That is, on the school bus, students tend to sit next to someone of the same race; or at recess, groups of students often play and socialize only with others of their same race. In addition, this display of self segregation is frequently seen in the lunchroom. In a situation where a new Black student is called racist names and told by a white student that she cannot sit at the table for white students, both immediate and long term action need to be taken. Furthermore, the long term action involves both teaching the students about cultural awareness by incorporating it into all aspects of school; and also, getting the students involved in different activities where cultural learning and acceptance are promoted and extend beyond the classroom. Without delay, it is the teacher’s responsibility to object to the idea of segregated tables, have the student give up their seat to the new student, and implement some sort of disciplinary action. There would be no tolerance for any type of racism in the school. In addition, this response would be witnessed by the other students, setting an example of what is acceptable and what is not. The next step would be to address the issue of racism and the need to create a more diversified community with the principal. The teacher should propose bringing the school community together by raising awareness of the differences within it; and also, by raising the point that the new labor force will require students to understand cultural differences around them. Teachers can present cultural lessons and themes throughout the year by highlighting the accomplishments of other cultures and preparing students to have a better global perspective. Additionally, the teacher should not only bring the issues
Reflection Paper
Fifty-six years after the Brown v. Topeka Board of Education Supreme Court decision, a clear divide can still often be seen between students of different races. That is, on the school bus, students tend to sit next to someone of the same race; or at recess, groups of students often play and socialize only with others of their same race. In addition, this display of self segregation is frequently seen in the lunchroom. In a situation where a new Black student is called racist names and told by a white student that she cannot sit at the table for white students, both immediate and long term action need to be taken. Furthermore, the long term action involves both teaching the students about cultural awareness by incorporating it into all aspects of school; and also, getting the students involved in different activities where cultural learning and acceptance are promoted and extend beyond the classroom. Without delay, it is the teacher’s responsibility to object to the idea of segregated tables, have the student give up their seat to the new student, and implement some sort of disciplinary action. There would be no tolerance for any type of racism in the school. In addition, this response would be witnessed by the other students, setting an example of what is acceptable and what is not. The next step would be to address the issue of racism and the need to create a more diversified community with the principal. The teacher should propose bringing the school community together by raising awareness of the differences within it; and also, by raising the point that the new labor force will require students to understand cultural differences around them. Teachers can present cultural lessons and themes throughout the year by highlighting the accomplishments of other cultures and preparing students to have a better global perspective. Additionally, the teacher should not only bring the issues
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