Race and ethnicity play a crucial role as it is a social construct that is utilized in categorizing and classifying various groups of people on the basis of their physical, social, and cultural attributes. On its part, race alludes to a system utilized in classifying people based on physical attributes, including but not limited to skin color and facial features (Costello & Dillard, 2021). On the other hand, ethnicity refers to a group of people exhibiting or sharing identical culture, language, or political attributes.
Races and ethnicities are integral in shaping people’s identities, life-given opportunities, and experiences. They impact how a certain group of people is perceived and consequently receive treatment based on the perception, influencing their access to available opportunities and resources. In learning institutions, race and ethnicity impact the learners, instructors, and other stakeholders experience and, consequently, the outcome. Specifically, educators have a crucial role in addressing race and ethnicity as they are integral in developing an equitable and inclusive learning environment for all learners (Costello & Dillard, 2021). This study will assess five articles dedicated to the issue of race and ethnicity and their significance to me as an educator.
Anderson, M. (2017, July 9). When educators understand race and racism. Learning for Justice. https://www.learningforjustice.org/magazine/when-educators-understand-race-and-racism.
The article discusses the significance of the learning process among educators in enhancing their racial competence. Even though the majority of the teachers are well-equipped with essential skills, they are misinformed on the issue of racism due to less professional development on the issue of race and ethnicity. The author acknowledges that schools feature fewer instructors who are black, as eight out of ten give white teachers a significant role in enhancing their skills in exacerbating the disparities. In most cases, a white teacher does not talk about the issues of racism with the teachers of color due to uncertainties and fear of the response and conversation that might ensue.
The white teachers, being the majority, are accorded an ample environment to enhance racism as they routinely group black learners whole, discouraging them from pursuing advanced courses. As an instructor, the article informs the significance of eliminating the fear of talking about racism and its prevalence in classroom settings as escalated by educators. Standard practices done in the classroom may escalate racism, and as an educator, it is imperative to ensure that all instances that enhance racism are eliminated. Further, the article informs on the significance of continued learning in curbing racism in learning institutions.
Costello, M., & Dillard, C. (2021, July 7). Race and ethnicity. Learning for Justice. https://www.learningforjustice.org/magazine/publications/hate-at-school-report/the-hierarchy-of-hate-in-school/race-and-ethnicity.
The article discusses the role of racial bias in schools in assessing the hierarchy of hate. The authors acknowledge that racial bias is a typical drive of various incidents witnessed in learning institutions, as exhibited through media and educator reporting. In most cases, the culprit is the black learners, as they are majorly discriminated against based on their color and social-economic status. Specifically, Asian learners are the primary target as they are singled out and subjected to names calling and other malicious racist incidents. According to the educator’s report, the utilization of the n-word is widespread in various spaces around learning institutions.
Besides, the utilization of racist and stereotypical tropes aimed at black learners are equally prevalent as they are often described as darkie, enslaved people, or monkeys. According to the authors, in 57 percent of the racism cases witnessed by educators, there was no action taken to thwart the vice while 90 percent of the educators fell short in reaffirming the school values and denouncing the bias. The article asserts this is against the norms as learning institutions should be a platform where learners are accorded an ample learning environment, as they feel secure, safe, and supported. They propose adequate measures and recommendations for the institutions to proactively and vigorously develop initiatives aimed at countering prejudice to advance equity and enhance inclusiveness.
As a teacher, the information in the article is highly applicable to me as it informs on the prevalence of race and ethnicity in learning institutions. Despite increased reporting, the vice continues to wreak havoc, and as an instructor, it is imperative to step ahead of the queue and aid in controlling and thwarting the increased hate. Most cases go unreported, while those reported do not encounter significant actions resulting in increased prevalence and, consequently, hate. As such, I advocate for social justice in school and actively engage other educators and administrators in playing a crucial role in eradicating the vice from our institutions.
Darden, J. (2018, June 28). Talking race. Learning for Justice. https://www.learningforjustice.org/magazine/fall-2009/talking-race.
The article discusses the significance of talking about race in learning institutions, especially among educators. Inability to talk to other instructors about the dangers of ethnicity and race results in non-actions and the continued prevalence of the issue. An environment where the instructors can converse freely with all other stakeholders can be a key driver in eradicating the stereotypes and prejudices common in a racist environment. In a similar way that educators converse on how to engage the students and their parents in the learning process, they should advance the discussion and confront racism. This is because the instructors play a critical role in exploring multiculturalism and consequently advance the discussion on ensuring the learning institutions create a culture for future classrooms to honor diversity. As an instructor, the article applies to me as it advocates for continuing racism dialogue in learning institutions. The majority of instructors need to be more conversant with how to approach the topic, and as such, it is imperative to contribute and engage others to strike up a conversation that will ensure the learning institutions are a safe environment where learners’ talents are nurtured.
Dillard, C. (2022, January 24). Teaching in solidarity. Learning for Justice. https://www.learningforjustice.org/magazine/spring-2019/teaching-in-solidarity.
The author discusses the process of holding black lives matters initiatives in a school and its subsequent impacts on other teachers in different parts of the country. The uplifting and celebration of people of color in collaboration with the local community can help educators advance the agenda of equality and inclusivity. The educators were engaging in a movement inspired by the black lives moment to demand education reforms that would see the support of ethnic students in school restorative justice practitioners and recruitment of additional black instructors. The author suggests that collaboration between teachers, whether black or white, with the community, can elevate the sensitization on the dangers of racism and ethnicity in the country. The article is highly applicable to me as an educator as it stresses the significance of educators engaging in collaborative efforts to support people of color. Everyone in the learning institutions has a role to play in alleviating any form of discrimination. As an instructor, I have an obligation to engage others in developing initiatives aimed at enhancing the lives of the learners to ensure they are accorded the necessary attention and support to thrive.
Dillard, C. (2021, June 30). Speaking up against racism around the coronavirus. Learning for Justice. https://www.learningforjustice.org/magazine/speaking-up-against-racism-around-the-coronavirus.
The author discusses the development of the coronavirus and how it exacerbated racism. This makes it essential for educators to comprehend the historical context of the discrimination and consequently confront it when exhibited among the students and other educators. The onset of the pandemic exposed people of color to racist comments and constant jokes spreading hate and bias rather than addressing the adverse effects of the pandemic. The article suggests that educators have the obligation to ensure they address hate and bias issues that are prevalent in learning institutions. The continued presence of learners in online platforms implies they are exposed to prevalent trends and can aid in exacerbating disparities. The historical context of racism is aimed at justifying disparities and discrimination, which enhances exclusion and exploitation. Racist tropes concerning people’s health and culture lead to racist violence among people of color, and as an educator, I have an obligation to interrupt racism and eliminate xenophobic narratives among their learners. In the process, I have learned that it is imperative to engage the learners continually and informs them of the significance of speaking about racism and ethnicity issues. Further, it is essential to ensure they are adequately engaged in discussion on various stereotypes and biases surrounding racism.
Conclusion
Racism and ethnicity are significant social issues that require adequate attention to ensure their effects and prevalence are contained. This is because they feature devastating impacts on the discriminated groups. Educators have a crucial role in ensuring that the prevalent issues in learning institutions are eliminated. This can be achieved by increased sensitization of learners, engaging other educators in the conversation, resisting the fear of discussing vice and integrating community-driven initiatives in schools. Educators must ensure that learners feel safe, protected, and supported to thrive in learning institutions irrespective of their race or ethnic background.
References
Anderson, M. (2017, July 9). When educators understand race and racism. Learning for Justice. https://www.learningforjustice.org/magazine/when-educators-understand-race-and-racism.
Costello, M., & Dillard, C. (2021, July 7). Race and ethnicity. Learning for Justice. https://www.learningforjustice.org/magazine/publications/hate-at-school-report/the-hierarchy-of-hate-in-school/race-and-ethnicity.
Darden, J. (2018, June 28). Talking race. Learning for Justice. https://www.learningforjustice.org/magazine/fall-2009/talking-race.
Dillard, C. (2022, January 24). Teaching in solidarity. Learning for Justice. https://www.learningforjustice.org/magazine/spring-2019/teaching-in-solidarity.
Dillard, C. (2021, June 30). Speaking up against racism around the coronavirus. Learning for Justice. https://www.learningforjustice.org/magazine/speaking-up-against-racism-around-the-coronavirus.
write