Time well spent

The last few years have been an exciting ride full of both personal and professional insights.  I am looking forward to putting the knowledge I’ve gained into play but feel a little sad to be leaving this phase of my life and learning.  I have gained a greater understanding of what adults need to be successful learners, a renewed passion for hands on work with children and a very well defined direction for where I want to go in my life.  All of these things have come about from my study and interactions with the professors and colleagues and I thank you all for your insights. 

My goal is to put into place all the things I learned.  I would like to continue to work with the toddler classroom that I am in but also add a part time on-line teaching position where I could teach and hopefully inspire other ECE professionals.  I feel that this would create the ideal situation for me where I can work hands on with children and give back to the profession by helping to train the next generation of ECE professionals.   

I wish each of you the best of luck in all your endeavors and hope to be able to cross paths as we all head down our own roads of professional development.  I have gained a great deal from knowing each of you and thank you for your unique perspectives and how they have colored my life. 

As you move ahead to change the world and achieve your own goals remember, “by small and simple things are great things brought to pass.”

Thanks again

-Denise

International Organizations

Among the international organizations that I would be interested in working with are…

Save the Children:  This group provides help to many throughout the world wherever it is most needed.  When a disaster strikes Save the Children is always there to lend a hand to help rebuild what has been lost.  One of the things that struck me was that this group works with a myriad of other organizations and governments while staying independent and without political agenda.  That is a rarity these days and a big draw for me to become more involved with them.   There are a number of ways to become involved from sponsoring a child to actually going out into the field in different areas of the world and working with the people.  At this stage in my life, I have three little boys at home so field work, while to most intriguing to me, is not too practical at this time.  I will however be much more interested as my boys start out on their own lives in a few years. 

UNESCO:  The United Nations Education, Scientific and Cultural Organization was one that I had not previously heard of.  While I was familiar with the United Nations, this specific organization was new for me.  The thing that drew me to this group was there mission statement.  They believe in both a holistic and humanistic vision of education for the whole world.  This statement really resonated with me because of my strong belief in both education as well as the rights of each person to receive an education. 

 ACEI:  The Association for Childhood Education International was also a new find for me.  The thing tht I really liked about their mission statement was the idea of coming together to share information, perspective and experiences.  This kind of collaboration is greatly needed and when done correctly can bring about many great changes.  I would be very interested in working with groups that not only see the beauty of children but the value is other teachers as well.  As with the other organizations, I would prefer to be right in the middle of working with the children and families. 

National/ Federal Organizations of Interest

The Search Institute:  http://www.search-insitute.org

The Search Institute is an organization that has pioneered a great deal of research looking into what children need socially and emotionally in order to succeed in life.  They have developed the idea of 40 developmental assets.  These assets are positive qualities and interactions, both internal and external, that have been show to dramatically impact the chances of a child engaging in harmful behaviors as adults.  This particular agency appeals to me because of my strong desire to help children and make a difference in their social/emotional well-being.   I think that it would be most fulfilling to travel around and present workshops to teachers on the importance of these assets and how they can become a force for good in a child’s life.  I also would be interested in being a part of workshops designed for the youth.  Working hands on with these young people and helping them to build a strong foundation of assets for themselves would be very rewarding to me.

To accomplish this, I feel would benefit from more experience in presenting to a large groups.  I would also need to rely heavily on the skills gained from the courses I took that specifically address teaching adults.  Remembering the differences between teaching children and teaching adults would be crucial to my success in delivering these kinds of workshops.      

Washington State Department of Early Learning:  http://www.del.wa.gov

The Department of Early Learning is the organization that oversees every aspect of early childhood care and education in my state.  Licensing, education requirements, training records, health and safety, and The Early Achievers program all fall under the umbrella of the Department of Early Learning.  They are also responsible for providing early intervention programs.  I believe that a number of these programs that have been made available in my state are grossly underused because of the stigmatism attached to them.  I would like to be able to work within the department on creating a more positive public image of special intervention services.  I think the best place to start with this would be a series of public service announcements that could be used throughout the state in various locations.  For example, open-house events at elementary schools, doctor’s offices, childcare centers and early intervention service locations.         

For this undertaking I would need more experience with technology, specifically film design.  As this would be a large undertaking that would require input from several organizations and individuals, I think that teamwork and collaboration skills would be highly valued as well. 

Resources for Infant Educarers:  http://www.rei.org

Resources for Infant Educarers is an organization founded by Magda Gerber and Dr. Tom Forrest, it is  designed to improve the quality of infant care.  This organization is of special interest to me because of my love infants.  I have spent over fifteen years focusing on children birth to three years old and have grown very fond of being a part of the exciting developments children make in their first year.  Resources for Infant Educarers sponsors classes for both parents as well as professionals.  I would love to be able to assist in any way in providing these classes.  Being a part of teaching others the importance of these early years would be enjoyable as well as professionally satisfying. 

Once again, I feel would benefit from more experience presenting to a large groups and would rely heavily on the skills gained from the courses I took that specifically address teaching adults. 

Exploring Roles in the ECE community

There are a number of resources within our community that address the needs of children and families.  The three that I find more interesting are as follows…

·         Alternatives to Violence on the Palouse (ATVP)

ATVP is designed to address the needs of those caught in violent or unhealthy relationships.  Several years ago I worked with a domestic violence consortium in my previous community, specifically taking care of children while their parents were in court on DV related cases.  This experience changed my life and gave me a whole different perspective on the cycle of violence and how hard it can be to see a way out.  The ATVP is a similar organization in my current community so I am drawn to their cause.  Within the program the position that would be of most interest to me would be working directly with the children, while their parent is getting the guidance and help they need.  Often children in these situations are witnessing things that would rock an adult’s world.  They are in need of a safe adult they can count on.  One who can help provide them with a little peace and maybe some guidance during a traumatic time in their lives.  The Search Institute has developed a theory about 40 different developmental assets that children and young adults need in order to find success in life.  While the different assets themselves are compelling, it was the research on what kind of an effect they can have on a life that really got to me.  The chance of a child or young adult participating in destructive behavior like illegal drugs, unhealthy relationships and abusing alcohol drops dramatically as more of these assets are a part of their lives.  I would like to be that extra asset that tips the scale and helps a child to believe in themselves and make a better choice for their future.           

·         Child Find

Child Find is an organization that helps screen young children for possible learning delays.  They provide assessments that cross several different domains and collect information from parents and teachers.  All of this data is then used to help provide the proper intervention or teaching techniques to help the child find success.  I am drawn to this organization because I have first-hand experience with them.  As a parent of a child with a language delay, I have gone through the process of having my child screened, determining his need and forming a team to address it.  While it was a wonderful experience at the beginning, my husband and I were very nervous.  We grew up in a time where special education had a very negative stigmatism.  The children in the resource room were teased mercilessly and called all kinds of horrible names.  When I think of how different things are now and how positive our experience was, I think the job that would most interest me would be one in public relations for the organization.  I would like to be able to take our story to the parents.  To let them know I understand their concerns and assure them that things are different now.  Sharing with parents that early intervention really is the best thing and helping them to find the courage to take the first step would be very rewarding for me. 

·         Washington Association for the Education of Young Children. (WAEYC)

Washington State requires each profession in the field of early care and education to obtain a number of continuing education hours annually.  WAEYC is the state’s version of the NAEYC, and as such, create and provide many of the seminars, trainings and conferences that make these continuing education hours available.  The position that is most intriguing to me would be conference committee.  Each of the conferences that WAEYC puts on every year has a variety of topics that address issues within the field.  There are classes that focus on administration, literacy, parent interactions, and art among other things.  Many of the classes I have attending over the years have been very good but as I have progressed I have found that the classes offered at these conferences haven’t necessarily kept pace with my professional development.  I would like to be a part of the committee to help bring a layering effect to the conferences as well as a variety of topics.  The idea of helping to design a program that will address a variety of needs by having a beginner, intermediate and advanced setting is really intriguing.

 

For each of these positions I would need an understanding of early care and education, team work and collaboration skills, the understanding of policy surrounding each organization, and a desire to help make a difference.

A note of thanks...

One of my favorite quote is-

"by small and simple things, great things come to pass."

Over the last several weeks you have each done a few small and simple things.  A word of encouragement, offering a different perspective, a moment of reflection, and fostering a feeling of comradery.  Each of these things on their own have contributed to a greatly to me and my educational goals.  I feel more enriched and prepared to meet the demands of the ECE field from just simply having a small interaction with each of you. 
The little things that each of us have done and will continue to do, combine together to create something great.  Strong, educated leaders who will advocate for the future of our children.  Thank you to all of you who have made such a great contribution to who I am now!  Best of luck and remember:  "Teach daily, and when necessary, use words."

Adjourning Phase

While I have been a part of several different groups over the years, I have yet to experience a real high performing group.  I’ve been in a couple that were close but still not quite out of the norming stage.  Leaving these groups was bitter-sweet.  On the one hand there were several great relationships forms over the weeks and it is always sad to say goodbye, but on the other hand we knew that we would get a chance to come together on other things again.  We knew what we had accomplished was good and had laid the ground work for future projects and that was good enough for now. 

One of the hardest adjourning phases I have been through took place this last year.  This particular exit was especially difficult because of the lack of communication, professionalism and closure.  The actions of others had made is clear that my participation in this particular group was no longer wanted.  In short I was being pushed.  Another employee had found favor with the leader of this group and was slowly very calculatedly taking over my responsibilities and position within the group.  Instead of the leader of the group come directly to me and discussing the vision for the future of the group, there was a great deal of talk behind my back with several other members.  There was little to no explanation given to the rest of the group as these changes were made and no closure for me or those within the group who actually supported me.  This was a difficult group to leave mostly because I feel as if I have been wronged and betrayed.  Those who I felt were there to support me, did not.  While getting out of the group was the best thing for me, the way in which it happened has scared me. 

It is hard to imagine how we will adjourn from one another as we move forward to complete our education.  For some of us this could be our last class together as the next step in this phase begins our individual focus within the Master’s degree.  I have learned a great deal from many of the interactions we have had and will continue to use many of your insights in my daily work.  So I guess in reality we will never really be apart from one another as long as we keep the knowledge we learned from our time together.    

A few months ago I was asked to take over the young nursery class at our church.  The class is composed of children between the ages of 18 mo. – 2 yrs. old. With my experience and education in the ECE field I was excited to see what I could offer the classroom.  Typically the classroom is staffed by volunteers who have little or no experience with children outside of their own.  It is not that there are not professionals within the church it is just that often, those of us who work with children for a living, are not sought out for Sunday child care, in effort to give us a break.   

 
The first week I was assigned to the classroom, the previous teachers were there so that I would have the opportunity to just observe and start the process of building relationships with the children.  One child in particular was having a difficult time that day.  Marie had just turned 18 months old and this was only her second time in the class.  Her mother stayed for an extended period of time in effort to help her assimilate.  This also gave us time to talk about Marie and for mom to give me some ideas on the kind of things she like, her personality and disposition and mom’s philosophy on discipline and guidance.  We had a great conversation and I felt that I had a pretty good jump start on getting to know this little girl. 

About half an hour before the end of the nursery time Marie’s mother said goodbye, handed her off to me and left the classroom.  At this point Marie began to cry and ask for her mom.   Both her mother and I knew that this would be a difficult few minutes with Marie but it would be an essential part of me building a relationship with her as well as teaching her that “mommy always comes back”.  While she continued to cry, I simply walked around the room with her, talking softly to her.  I asked her about different things in the classroom, what she would like to do or play with, validated her feelings and reminded her that her mom would be back.  Marie’s crying was loud and it was obvious that she was distressed.  A handful of people stuck their heads into the classroom to see what was going on and see if they could help.  I smiled and let them know we were fine and would get through this.  Towards the end of the class, Marie and I were sitting on the floor in the far corner of the classroom.  I continued to talk softly with her and validate her feelings.  While she was still crying and not wanting to be held close I noticed that she also did not want to let go of me.  She had a hold of my fingers or legs at all times.  With only five minutes left in class, a parent volunteer came up to us and without even asking about Marie she simply said “she is taking it out on you”, scooped her up and walked away with Marie in her arms.  This only intensified Marie’s behavior and quite honestly made me mad.  Here I had just put 30 minutes into trying to build a relationship of trust with Marie only to have someone wipe that away in one action.  This individual didn’t see the progress we had made.  She didn’t see that although Marie was still upset, she was beginning to attach to me as someone whom she could trust.  I was shocked by the incident and left speechless.  Being that we were at church, and the teachers and parents in the classroom were volunteers, I did not respond to this parent right away.  Within a few moments, Marie’s mother came back to get her.  I followed up with her and let her know about the time went and the progress I felt we had made.  However, I was still so frustrated at this parent volunteer. 

 

Looking at the principles of NVC and the 3 R’s there are a lot of methods I could use to defuse this situation and move forward with positive interactions between myself and this volunteer.  The first thing I could do would be to take the time to look at it from her perspective.  I’m sure that her intentions were not to undermine the relationship I had been working on with Marie.  My guess is that she was trying to help or save me from “going crazy with this screaming child by my side”.  Most individuals with little or no experience with other children are just trying to survive the moment.  They often will just give in and try to make it all better for the time being.  If I take into consideration that she doesn’t have all the training and experience that I do and is only going by what she knows, it becomes easier to realize that she didn’t see the importance of the ground work that was being laid.  I was looking at this interaction with Marie in the long term while she may have been looking at it in the here and now.  With this in mind I could take the opportunity to talk with her once all the children had been picked up and share with her my philosophy on early care and education.  I could share with her what I know about attachment theory and ask her about her experiences with the concept.  If I were to come at it from a spirit of getting to know one another and sharing what we have each experienced working with children rather than a “I’m a professional and you need to listen to what I have to say” attitude, I believe that it would  be a constructive conversation rather than a potential explosion. 

Communication: from different perspectives

The most surprising thing for me was that others see me as much more comfortable or competent in my public speaking than I felt I was.  I suppose it is a good thing that they both had much more faith in my public performances that I do.  That must mean that at some level I am not coming off as scared to death or nervous which is often how I truly feel. 

The other thing that I found interesting is the difference in how each individual evaluated me in the area of verbal aggressiveness.  I had my husband and a colleague answer the questions.  It seems that at work I am much milder in my communication style.  Not too aggressive but fair.  It takes a lot to get me to lose my temper and be aggressive so it doesn’t happen too often.  While my husband would echo those words, he gets the unique opportunity to see those rare moments.  He knows that while it does take quite a bit, when it happens I can be very aggressive and advocate for what I believe in.  At times this bothers him because he is a very strong and aggressive personality and it is difficult for him to see what he believes is me being “run over” by others.  It was insightful to see how each different person in my life sees my aggressive side.  It showed me that I need to be a bit more direct at work.  Staying too much in the middle has others unsure of where I stand on issues and as a supervisor it becomes difficult for them to know what is expected and to follow me. 

One of the things I try to do when communicating with co-workers is to take their individual personality into consideration.  We recently had an in-house training on different personality types to help us better work with each other as well as with parents.  One of the things that was brought out in this training is the way different types look at communication.  Our staff was divided into four different groups each representing four of the major personality types and then we were asked a series of questions.  One of the questions had to do with what our purpose is when communicating with others.  One of the groups felt that for them communication was all about making a connection, while another group focused specifically on getting results.  If you are a person whose sole purpose in communication is to get results your style may be more concise and to the point.  However, if you are one whose goal is to make a connection you may be more detailed and explanatory so as to have time to establish a connection with the other individual.  As you can guess, if you don’t take into consideration the individual style of those with whom you are trying to communicate with, miscommunication and hard feelings can occur. 

The change in communication I make most often would have to be the way in which I address children.  While working with my toddlers I am conscious of their abilities and language development when addressing them.  As I give guidance, answer questions and make requests my language is marketable different.  Guidance and directions are kept short and simple, often building on each other over time.  Questions are answered truthfully but at their level of understanding.  In addition to the choice of semantics, there is also a continual tone and pleasantness I try to keep in my voice and demeanor.  It is important to me that the children feel that I am approachable and care about them.      

Another thing that helps me when trying to be an effective communicator is stopping and really listening to the other person.  There is so much diversity within our community you can never assume what when you hear something that it is coming from your perspective.  Hearing someone can be relatively easy, really taking the time to really listen to what the other person is saying is a true skill that has to be continually worked at.  Listening requires you to clear your mind and really be in the moment.  It requires you to take into consideration the other parties’ culture and perspective.  You also have to refrain from letting your mind wander or plan your next comment.  Listening takes into consideration the verbal and nonverbal cues being used in the conversation as well.  

Great Communicator

One of the greatest communicators in my life at this point is my six year old son Makana.  At this tender age this little man has a rather impressive vocabulary and takes every opportunity he can to use it.  However, it is not just his words alone but his non-verbal skills that make him so effective in his communication.  You always know when he is excited about something.  Enthusiasm seems to radiate come from every pore of his being.  He is smily, engaging, and can hardly keep still when he has something he wants to share.  Ofcourse it is also easy to tell when things have not gone his way or when he needs a little extra support. 
I would like to be able to capture the effective use of non-verbal skills that he has.  To be able to show my excitiment and engage others in what I am talking about without the use of words would be a great skill to have.

Professional Hopes & Goals

If I had one goal for the field of early care and education it would be that they put their money where their mouth is.  Over the course of these last eight weeks we have had a great opportunity to learn what diversity and equity really mean.  We have received a depth of cultural ideals and values that goes beyond the surface.  We have been encouraged to look within ourselves and uncover our own biases.  This is valuable information that we can take back to our facilities and incorporate in how we teach.  I know that I am personally more aware of and excited about working with diverse families.   The problem is there were only a handful of us attending this course.  For a great change to occur in the access to diversity/equity education we need to provide training to every teacher in the field.  As the final video pointed out, there is not a shortage of resources out there.  We just need to be sure that they are accessible to all and that those putting them into place are properly trained.  Resources, proper training and the continued support necessary would take a great deal of time and money. 

The goal that I have for myself is to hold on to the enlightenment that I feel right now.  Often time with many trainings, after time the information fades and old habits are brought back around again.  This unfortunate circle would keep me from providing the best I can to the families and children within my classroom.  I see diversity as an exciting opportunity to continue to learn and grow and I truly hope that I can hold on to that vision. 

Thanks to everyone who helped me to construct the passion and vision I now have for diversity/equity education.  Best of luck in your continued studies and hope to see many of you as we continue this journey.

-Denise

Welcoming Families from Around the World

If I had a family immigrating from Italy I would want to be sure to prepare both myself and my classroom for their arrival.  The first thing I would want to do would be to hold a team meeting and breakdown the typical stereotypes concerning those from Italy.  There is a picture of a certain lifestyle that comes when people just say the word Italy.  Making sure that my team remembers to take some time to get to know this family before they assume that they love pasta, wine and art, would be a great start.  I would also like to be sure to make them feel welcome.  Being friendly, accommodating and inviting can go a long way to making a new family feel at home.  In addition to just being friendly I would want to put together some information about my community for the family.  Providing them with information about the resources, community events, clubs, children’s programs, churches, library, restaurants and local shopping  can help meet both the basic needs of life as well as provide them opportunities to embrace the new community at their leisure.  Language could be a barrier, so I would go out of my way to either prepare myself with a translator or learn a few of the basic words needed to communicate information concerning their child.  Since this statement is also an assumption, I would hold off using either tool until I knew for sure it was necessary.  Assuming that they would speak little to no English could send a mircoaggressive message that tells them I think they are not educated in the ways of our country.  Plus there is nothing worse than making that kind of assumption and being proven wrong.  Lastly, I would want to base my pace with the family on their comfort level.  Relocating half way across the world can be overwhelming at best.  There are so many details to get sorted out and arrangements to be made, I can only imagine how your head would be swimming!  I would like to make sure that this families interaction with me and my facility are pleasant and follow their lead.  Taking it at their pace, providing the family with resources, being prepared to address the possibility of a language barrier and breaking down stereotypes within myself and my staff would help us go to know this family for who they are not what they are.  When you know your families you can better serve them and provide them and their children a higher quality education. 

The Personal Side of Bias, Prejudice and Oppression

Over the years I have both experienced and witnessed bias, prejudice and oppression.  These incidents have ranged from mircroaggressions with little to no harm intended to straight out hateful interactions whose intent was to cause destruction.  When the assignment reminded us that we can encounter these kinds of incidents in fictional environments as well my very first thought was that of Atticus Finch and the case against Tom Robinson in Harper Lee’s “To Kill a Mockingbird”.  At a time where the color of a person’s skin spoke louder than truth, Tom Robinson was accused of attacking a young white woman by her obviously guilty father.  This story is packed with prejudice and the fight against it in a time where very few individuals were willing to do so.  In the 1962 movie version, Gregory Pecks character Atticus Finch makes a very moving closing statement at the trial that sums up the entire incident. 

“To begin with, this case should never have come to trial. The state has not produced one iota of medical evidence that the crime Tom Robinson is charged with ever took place... It has relied instead upon the testimony of two witnesses, whose evidence has not only been called into serious question on cross-examination, but has been flatly contradicted by the defendant. Now, there is circumstantial evidence to indicate that Mayella Ewel was beaten - savagely, by someone who led exclusively with his left. And Tom Robinson now sits before you having taken the oath with the only good hand he possesses... his RIGHT. I have nothing but pity in my heart for the chief witness for the State. She is the victim of cruel poverty and ignorance. But my pity does not extend so far as to her putting a man's life at stake, which she has done in an effort to get rid of her own guilt. Now I say "guilt," gentlemen, because it was guilt that motivated her. She's committed no crime - she has merely broken a rigid and time-honored code of our society, a code so severe that whoever breaks it is hounded from our midst as unfit to live with. She must destroy the evidence of her offense. But what was the evidence of her offense? Tom Robinson, a human being. She must put Tom Robinson away from her. Tom Robinson was to her a daily reminder of what she did. Now, what did she do? She tempted a Negro. She was white, and she tempted a Negro. She did something that, in our society, is unspeakable. She kissed a black man. Not an old uncle, but a strong, young Negro man. No code mattered to her before she broke it, but it came crashing down on her afterwards. The witnesses for the State, with the exception of the sheriff of Maycomb County have presented themselves to you gentlemen, to this court in the cynical confidence that their testimony would not be doubted, confident that you gentlemen would go along with them on the assumption... the evil assumption that all Negroes lie, all Negroes are basically immoral beings, all Negro men are not to be trusted around our women. An assumption that one associates with minds of their caliber, and which is, in itself, gentlemen, a lie, which I do not need to point out to you. And so, a quiet, humble, respectable Negro, who has had the unmitigated TEMERITY to feel sorry for a white woman, has had to put his word against TWO white people's! The defendant is not guilty - but somebody in this courtroom is. Now, gentlemen, in this country, our courts are the great levelers. In our courts, all men are created equal. I'm no idealist to believe firmly in the integrity of our courts and of our jury system - that's no ideal to me. That is a living, working reality! Now I am confident that you gentlemen will review, without passion, the evidence that you have heard, come to a decision and restore this man to his family. In the name of GOD, do your duty. In the name of God, believe... Tom Robinson.”

Every time I read or hear this speech I am both humbled and amazed.  Amazed that we as a people could ever be so hard, so hateful or so scared of what we don’t know, that we could treat others with such distain.  I wonder how anyone could turn their back on the truth, not giving any concern to the life of another human being just to save face?  I am then humbled to be able to actually see these kinds of inequalities for what they are.  I have been blessed to be able to access both formal and informal education that promotes a deeper level of thinking and stirs a sense of equality in me.  I feel honored to have the opportunity to learn from our past and pass on to this generation the importance of truth and equality. 

Awarness of Microaggressions

Like most people, I have been both a victim and a perpetrator of microaggressions. While it is easier to write about the times that I have been insulted or hurt, I feel like you grow more when you reexamine times in your life when you were less than fabulous. So here goes… I work with an openly gay man whom over the years I have come to recognize as not only a great teacher but a friend. Our childhood upbringing was very similar so I have found that when discussing certain personal experiences, we can often finish one another’s sentences. Unfortunately this is what got me into trouble several months ago. We had been talking about family when he shared with me the events surrounding the car accident that tragically took his father’s life. He told me that prior to his untimely death; his father had been really struggling with his son’s sexual orientation. As he went to tell me that right before this happened, his dad had just come to terms with his orientation, I stepped in and used the word “choice” to describe his lifestyle.

As a side note here: while I do believe this way of life to be a choice, I also believe that everyone has the right to live their life the way they feel is best for them, baring infringement on the rights of others.  A person should be judged by their content of their character not the aspects of their culture.

While my co-worker is aware of my views on his lifestyle, it had never been an issue that we discussed. I believe we have a mutual “agree to disagree” stance on the issue which has never interfered with our ability to treat each other with the dignity and respect that every human being deserves. He is respectful of my rights to believe what I do and I reciprocate that.  When I finished his sentence with the word “choice” however, I took away his right to live his life free of my judgment. It sent a message to him that his lifestyle was somehow of lesser value than my own. Within a few moments of the conclusion of our conversation, I felt so horrible about my mistake that I had to go back and apologize to him. Thankfully he was gracious enough to have not given it a second thought and our professional and personal relationships were not damaged. This incident taught me an important lesson though. I am now much more mindful of my interactions with others, especially those whose culture differs from my own.

Perspectives on Diversity and Culture

Call, write to, or talk to at least three friends, family members, acquaintances, and/or colleagues. Include at least one person who you believe is in some ways culturally different from you (a different gender, race, class, religion, abilities, age, etc.).

I found that speaking to others outside this course about culture and diversity to be quite interesting.  Their answers did not surprise me as much as a reaction that came about from our conversation.  From some of my “interviews” I received a pretty solid definition of culture that included things like values, morals, ideals, traditions etc.  From others, I got the surface culture answers that depicted food, music, ethnicity, gender etc.  All of my conversations described the difference between culture and diversity in a very similar way.  Culture includes your ethnicity, values and traditions while diversity is the many variations found between cultures. 

The conversation that I found most interesting happened between me and a colleague.  As early care and education professionals, we have both been a part of a number of classes, seminars, lectures and discussions concerning the importance of honoring culture and diversity in the classroom.  While revising all we know about how to bring culture into the classroom, honor the individual families and make each child feel a valued and significant part of the classroom she posed a question.  “Why in all the books, classes, seminars, lectures and discussions that we have ever read or been a part of, do you not see a Caucasian individual?”  Her thoughts were that it was as if people in general felt that Caucasians could not possibly know or understand culture.  Just because these individuals are part of what is considered the dominate culture in many places, does not mean that they do not understand the importance of honoring culture and couldn’t add to a conversation concerning such things.  After all there are an enormous number of cultures found within this ethnic group.  I found her questions to be quite thought provoking.  Are we in effort to promote culture and diversity leaving particular voices out because of their ethnicity?  Or is it simply a matter of not having the general population educated enough on the particulars of culture and diversity that the opinions of those members of the dominate culture would be accepted as knowledgeable?          

What If.....

Imagine the following:
A major catastrophe has almost completely devastated the infrastructure of your country. The emergency government has decided that the surviving citizens will be best served if they are evacuated to other countries willing to take refugees. You and your immediate family are among the survivors of this catastrophic event. However, you have absolutely no input into the final destination or in any other evacuation details. You are told that your host country’s culture is completely different from your own, and that you might have to stay there permanently. You are further told that, in addition to one change of clothes, you can only take 3 small items with you. You decide to take three items that you hold dear and that represent your family culture.

 If a major catastrophe caused my family and I to take refuge in another country with a completely different culture than my own I would take with me my scriptures, a photo album and the family cook book.  My scriptures because our faith is very important to my husband and I.  It plays a huge part in our lives and how we see our purpose in this life and is the most important thing we hope to pass down to our boys.  The photo album would be a reminder of who we are and where we came from, including pictures from several generations back.  As to the cook book, I know that food is often seen as a surface culture aspect, but I find with each recipe there is a memory attached, or some story that has been handed down.  In short, it is a picture of our culture.  If I were to have to lose two of these items upon arrival it would be difficult to be sure, but the most important thing would be that my family was still together.  We could take the time to write down what we remember to help keep our family history alive as well as move forward to make new memories. 

This was an interesting question and I was surprised at how quickly the answers came to me.  There are so many things in our lives that we feel we can’t live without, but to take the time to reflect on them and limiting it to three helps show where your true values lie.  I also felt a sense of calm and stability knowing that no matter where in the world we would be relocated, my family and I would have an instant support system within the members of our faith.  To know that our church is worldwide and that it is the same in my small Washington town as it is in Europe, Asia or Africa brought me a great sense of peace.