- Phuong's Reflections
- Teachers as Changing Agents
- Moral Education
- Sand, Brink and Seeds
- Education for Citizenship
- The principles and practice of teaching and class management
- Second Thoughts about Democratic Classrooms
- The Other Side of Inclusion
- Learning or Unlearning Racism
- The Victimization of LGB Youth
- Multicultural
- Education Toward a Culture of Peace
- Becoming a Professional
- Teachers as Changing Agents
- LL's Reflections
- Why Teachers Must Become Change Agents
- Moral Education and the Need for Teacher Preparation
- Sands, bricks, and seeds: School change strategies and readiness for reform
- Educating for Citizenship in Canada
- Class Management from the Side of Teaching
- Democratic Classrooms: Promises and Challenges of Student Voice and Choice
- Learning in an Inclusive Community
- Breaking the Cycle of Racism in the Classroom
- Victimization of LGB
- Equity
- Psychological Needs
- Becoming a Professional
- Why Teachers Must Become Change Agents
- Mike's Thoughts
- Jeremys stuff
Unfortunately, many of them were able to make connections between experiencing racism and beginning to view ones’ self as inferior and/or culturally subordinate to White cultural values. (Kohli, R. 2008 Pg. 8)
It is unfortunate that even today there are teachers out in schools who are still racist and quick to make judgements on their non-White students. A school is supposed to be an environment where students have equal opportunity to learn but when the school itself does not nurture this idea especially teachers, then how do they expect to develop the young mind. When a teacher outright states what their expectations are because of what they see on the outside based on just race before making any real assessments, it is demeaning and disrespectful coming from someone with a prominent status in the school system. Students view teachers as role models and to be out casted as such damages one’s self esteem, self-worth and forces one to question if they have the potential to succeed and achieve any academic goals. Teachers should disregard stereotypes because they hold no real meaning and negates their views and affects their teaching, which is separating the Whites and the non-Whites. Even the non-White individuals who were interviewed in the article felt inferior at one point because of what was consciously and unconsciously done to them in terms of assuming their instant failure in school. No matter how the message is conveyed, the impact lasts much longer than just that moment; it stays with that individual throughout their life and while there are some who can withstand these assumptions, a majority do not and end up discarding their life aspirations.
L.L.
Reference: Kohli, R. (2008). Breaking the cycle of racism in the classroom: Critical race
reflections from future teachers of colour. Teacher Education Quarterly, 35(4), Fall,
177-188.
L.L.
Reference: Kohli, R. (2008). Breaking the cycle of racism in the classroom: Critical race
reflections from future teachers of colour. Teacher Education Quarterly, 35(4), Fall,
177-188.