Race
Critical Response to “The Incompatibility of Critical Theory and Christianity”
A friend sent me this article on The Incompatibility of Critical Theory and Christianity. We both are believers in Jesus, both go to the same Acts 29 church, and both have studied critical theory through our Masters programs. By the time I had read the article and typed up my response, I figured I had enough information to do a blog post rather than just a text reply to her.
Please read the article first as I am only responding to what it says. If you would like to check out some of my other thoughts on anti-oppressive education, decolonization etc., please find the category links to the right. >
Things I liked/agreed with in the article
- I agree with the authors that critical theory can function as a worldview. I would say that I have seen some of my professors live, think, and act through this lens entirely. I also agree that without the gospel, this worldview falls short, as liberation from oppression will only truly come when Jesus comes back and we are made perfect in Him and through Him.
- I am so thankful that Shenvi and Sawyer chose to write out the metanarrative of Christianity. It is the gospel summed up in four statements when they say, “We are creatures made in God’s image, who have sinned against him, who need to be rescued through the atoning work of Jesus, and who are called to love both God and neighbor.” They seem to have a clear understanding of the gospel, and it shows when they speak about our identity as humans and our depravity as humans.
- I am happy that the authors asked their readers to be careful with language, and to do more research/reading before using the language… and sort of pretending they know what they are talking about. I did my Masters of Education with a focus on Anti-oppressive education, and I am still learning the language. These authors are far more educated than I am, so I definitely can’t say that the following disagreements come from a place of greater knowledge. In fact, my next statements come from a place of trying to be a critical thinker, and my own experience with how God used critical theory to change my life.
Things I disagreed/disliked in the article
- “In contrast, critical theory is associated with a metanarrative that runs from oppression to liberation: We are members either of a dominant group or of a marginalized group with respect to a given identity marker. As such, we either need to divest ourselves of power and seek to liberate others, or we need to acquire power and liberate ourselves by dismantling all structures and institutions that subjugate and oppress.” I agree that critical theory’s metanarrative is to move from oppression to liberation, but I don’t see how the first part is in contrast to Christianity; “to divest ourselves of power and seek to liberate others” is what I believe the Bible is calling us to do. In Philippians 2, we are called to imitate Christ by emptying ourself, humbling ourself, and to look to the interest of others. In Luke 4:16-19, Jesus quotes Isaiah- “He has sent me to proclaim liberty to the captives… to set at liberty those who are oppressed.” Verse 21 says, “Today this Scripture has been fulfilled in your hearing.” What did Jesus mean by that? He obviously didn’t mean that all oppression stopped in that moment. But I believe he did mean that THROUGH JESUS, that is what can happen. By looking at Jesus’s life, I do believe that freeing people from physical, spiritual, and societal oppression was part of his ministry, and as such, I believe that aspect of critical theory is not in contrast to Jesus’s call for us.
- “The points of tension are numerous. Invariably, we will be forced to choose between critical theory and Christianity in terms of our values, ethics, and priorities.” I disagree, and this statement sort of rubs me the wrong way! When my eyes were opened to the oppression in this world, and my own White Settler privilege, I was not thrown into an anti-Christian worldview and mindset. In fact, I believe God was using my classes to teach me about his heart. He opened my eyes to my own privilege, and it caused me to run to Him, knowing how deeply I need Him and how broken we are. We need a Rescuer. There was definitely an acknowledgment that without activism we remain in a privileged position; I could undoubtedly show up at school and just learn about my privilege without doing anything about it. But as a believer, I knew that the Holy Spirit was the one that would work through me and produce fruit when fighting oppression. I wasn’t forced to choose between critical theory and Christianity, my priorities were being refocused through the work of the Spirit in my life.
- “Christians who embrace the paradigm of critical theory as a solution to racism or sexism often question a biblical understanding of gender roles, gender identity, sexual orientation, marriage, parental authority, and even the uniqueness of the Christian faith.” I feel like this statement should be referenced or backed up with research from a primary source. I feel like I could just as easily say “Christians who take communion every Sunday often question a biblical understanding of gender roles, gender identity, sexual orientation and so on.” Is questioning these things even wrong? I am sure I questioned all of these things before I had ever taken a Masters class or learned what critical theory is. The Bible is our standard, period. That is where we go to find our identity, answer the hard questions, and we are under the authority of Scripture. But questioning some very real examples of what is going on in our world at the moment isn’t just for those embracing critical theory.
- “Critical theory claims that members of oppressed groups have special access to truth because of their “lived experience” of oppression. Such insight is unavailable to members of oppressor groups, who are blinded by their privilege.” The authors disagree that members of oppressed groups have special access to truth just because they are oppressed. My question would be- don’t they have special access to “their truth??” Haven’t they experienced systemic oppression and a suffering that myself as privileged White Settler has never and will never experience? Isn’t this why Peggy McIntosh’s Unpacking the Invisible Knapsack hits home with so many White Settlers because it opens our eyes to our innate privileges? Now, I might get eaten alive for inferring that truth is relative and that each person can have their own truth. In this circumstance I am not talking about the truth of the word of God, or that Jesus says he is the way the truth and the life. I believe these things! But what I’m saying is that members of oppressed groups do live their own experience, and we do need to listen to and hear about the suffering they might experience. It is their truth, and because the systems in our society greatly benefit certain groups of people- male/White/straight/Settlers for the most part, members of privileged groups don’t share the same lived experience. I know for myself, I WAS blinded by my privilege; not to the gospel of Jesus Christ, but to the oppressed member’s truth and lived experience… Absolutely.
Agree? Disagree? Feel free to comment with your thoughts below.
Read Full Post | Make a Comment ( 3 so far )
Princess Culture and Early Childhood Education: Application
In my last post, I ended with some questions about what we, as teachers or early childhood educators, could do to combat the racialized and gendered messages that our
“Disney princesses” Photo credit: Ricky Brigante via Flickr
students are being bombarded with in their Disney princess/superhero culture. We need to remember that racial understanding makes its way into our classrooms without effort. “Race is a structuring principle that must be interpreted in classroom interactions, not as a naturally occurring phenomenon but part of the assumptions that ultimately inform how people construct their world” (Leonardo, 2009, p. 233).
Our students have racial constructs already formed by the time they get to school, and many of those constructs have been influenced through their parent’s opinions, and the movies and shows the children have been exposed to. Unfortunately,
Photo credit: Disney UK
we can’t wait for Disney to change their ways and disrupt the dominant discourse, because even though they are starting to try, by releasing movies like Moana, there are still many issues with movies like these portraying Indigenous people. It is going to require educators to take a critical look at the hidden and lived curriculum students are stepping into school with, and learning how to deconstruct these narratives with their students.
In my grade one class last year, we had talked a lot about male and female ‘gender roles.’ I didn’t have to give many examples before the students started chiming in with what the “world” tells boys and girls they can or can’t do. During our talking circle, students were giving examples such as, “People say boys can’t have long hair,” or “Girls like pink.” I don’t think there was one student that day who didn’t participate in the talking circle; every child had experienced some type of gendered scenario where they knew how boys and girls were supposed to act. It was neat watching them agree and sympathize with each other as each child gave examples of what they knew about gender and how it didn’t sit right, even in their little six year old bodies.
I decided to take this lesson a step further with my students because “to children, the boundaries between reality and fantasy life are often unclear (van Wormer & Juby, 2015, p. 591). Kids don’t always understand that the behaviours on TV shows or in movies shouldn’t be imitated in their own lives. I wanted to try and help my students look critically at the gendered and racialized scenarios they see in movies, and deconstruct the message while relating it to their own lives.
The first clip we watched was Gaston’s song from Beauty and the Beast. Take a look if you need a little refresher.
When I chose this clip, I knew it would have a lot of the gendered physical characteristics of males, and I was hoping the children would notice. After we watched the clip, I asked the kids what Disney was telling them about men/boys. Sure enough, the kids picked up on so many of the physical qualities.
“Boys have to be strong.”
“Boys have to have big muscles.”
“They are hairy.”
“Boys eat a lot of food.”
“They drink beer.” (Oops, I may have forgot about that part of the movie!)
Then one student pointed out something that I hadn’t really thought about, but was so prevalent.
“Boys like to fight.”
Wow. How had I missed that obvious behaviour from the clip? Clearly Gaston was fighting with the men in the parlour, but I was more focused on the kids finding physical characteristics of what men “should be like.” This led us into a great conversation about violence and how boys are pushed into more of a violent social construct than girls.
We then looked at a couple other princess clips; one of Snow White, and another of 
Cinderella. The students were even quicker to find gendered stereotypes of women which included body image, a woman’s “roles,” and standard of beauty. Unfortunately we don’t have to look far to see the media pushing women in one gendered 
direction, and it mostly has to do with the beautification and sexualization of girls/women. Our class had a really good conversation around this topic, and it even led into how they can be safe/protected online. Many children recognized that inappropriate images of women are scattered everywhere on the web, and many children openly admitted to seeing these while they were using the internet in their own home. We discussed how “the world” sometimes treats women’s bodies as objects, and that is not fair or right. I reminded them of what they could do if they ran into inappropriate images/videos while online (close it immediately, tell an adult etc.) I try my best to incorporate digital citizenship lessons throughout the year as we use quite a bit of technology in my class, and I know students run into these situations at home as well.
The last part of the student’s assignment was to re-iterate a stereotypical message they knew about boys and girls, and then offer an alternative. For example, “boys CAN have long hair,” or “girls can wear blue and boys can wear pink” etc. The students left empowered, and I had a student come back the week after and tell me how his sister was telling him something about a “girl colour,” and he told her there was no such thing as girl or boy colours! What a precious example of social/gender de-construction.
Unfortunately, I did not dive into an extension of this lesson that included race… but I wish I would have. I think deep down, challenging gender constructs was more comfortable for me than challenging racial constructs, and so I left it at that. Now that I have more anti-oppressive grad classes under my belt, and feel a little better versed in my understanding of Whiteness, identity, and erasure, I am willing and hopeful to tackle more lessons of this sort when I head back into the classroom after mat leave.
However, Leonardo (2009) does warn us that “whites must learn to be racially sensitive about contexts when race seems a legitimate theme to invoke and ask why it was relevant to them then and not other times… Whites can participate in building an antiracist pedagogy against white mystifications, and displacing white racial knowledge from its privileged position of classroom discourse” (p. 239). This makes me wonder what it looks like to challenge the “princess/superhero” culture in specific lessons, but support it on something like a school dress up day.
Last year we had a dress-up day called “Disney Day,” where, you guessed it, students were encouraged to dress up as their favourite movie character.
Not surprisingly, all students either dressed up as a character, or wore a shirt that had a superhero logo or character on it. Looking back, I’m again reminded at how prevalent and engrained the Disney culture is in these children’s lives. I would never consider boycotting the Disney day, as I know these types of days are extremely fun for students. But if I could do it again, I would choose to have some critical discussion around gender/race as a reminder before the day. The children can learn to spot Whiteness, erasure, and cultural appropriation. This type of day would be the perfect time for them to practice their awareness in this area.
Furthermore, an asset-based, positive way teachers can disrupt the princess/superhero 
culture in their classroom is by offering other cultural/linguistic alternatives. Mary Caroline Rowan in her article, ‘Resituating Practice through Teachers’ Storying of Children’s Interests’ explained how she used Aotearoa/New Zealand learning stories to impart traditional Inuktitut words to preschoolers. It “could serve as a means of first recognizing and, second, deepening Inuit cultural and linguistic approaches to early childhood education” (2013, p. 180). Incorporating First Nations, Inuit, and Metis languages through storytelling is a valuable pedagogical tool teachers can use to help combat ‘White ways of knowing.’ Rowan emphasizes that using Indigenous methodologies
“facilitated the development of a practice of making learning stories that I hoped would make Inuit knowledge(s), patterns, and meanings accessible and, in so doing, make spaces in ECE practice for Inuit ways of knowing and being” (2013, p. 180).
In what other ways can we make spaces in ECE practice for Indigenous ways of knowing and being? How can we disrupt the dominant discourse of princess/superhero culture and acknowledge the ways in which it directly influences student’s understanding of themselves and each other? I am only entering the beginning of this journey, and am hopeful to walk beside other early childhood educators who believe in this work as well.
References
Joseph, A. (2016, Dec. 2). With Disney’s “Moana,” Hollywood almost gets it right: Indigenous people weigh in. Salon. Retrieved from: http://www.salon.com/2016/12/03/with-disneys-moana-hollywood-almost-gets-it-right-indigenous-people-weigh-in/
Leonardo, Z. (2009). Reading whiteness: anti-racist pedagogy against white racial knowledge. In B. Ayers, T. Quinn, & D. Stovall, (Eds.), Handbook of social justice in education. (pp. 231-248). New York: Rutledge.
Rowan, C. (2013). Resituating Practice through Teachers’ Storying of Children’s Interests in V. Pacini-Ketchabaw & L. Prochner, Resituating Canadian Early Childhood Education (172-188). New York: Peter Lang Publishing.
van Wormer, K. & Juby, C. (2015). Cultural representations in Walt Disney films: Implications for social work education. Journal of Social Work. 16(5), 578-594
Read Full Post | Make a Comment ( 1 so far )Princess Culture and Early Childhood Education: The Research; Over-representation and Erasure
In my last post, I highlighted some of the problems with having a Disney infused culture.
“Princess Birthday” photo credit: Cat via Flickr
There are many racialized/gendered messages being sent to children, and “the racial innuendos and insults typically are beyond the level of conscious awareness (van Wormer & Juby, 2015, p. 591). Many young children, especially pre-school to grade one
age, are captivated by Disney characters. They have the movies, the costumes, the dolls, and the Disney themed birthday parties.
Many of us grew up with Disney movies/characters didn’t we? What’s the problem? Is it really a big deal? Well, the problem lies when there is an over-representation of Disney
knowledge and an almost erasure of Indigenous knowledge/ways of knowing. I am the perfect example. Did you know that I made it all the way through elementary school, high school, and my undergraduate University degree before finding out about the real
Photo Credit: The Media Project
horrors of Canadian history in my grad classes? I wouldn’t have been able to tell you about residential schools, Treaties, the TRC, Indigenous languages, or any real information about Indigenous peoples other than they used to make tipis, they used
arrowheads, and they helped the ‘Pilgrims’ when they came to North America. I didn’t ever learn how Treaty 4 affects me, and how I benefit from the Cree and Saulteaux peoples being removed from their land. Parul Sehgal (2016) of the New York Times “describes how inconvenient people are dismissed, their history, pain and achievements blotted out” (par. 3). Indigenous stories were not something I was taught or even had access to, really. BUT… if you had asked me about a specific Disney movie, I could probably sing 15 Disney songs word for word. We even watched Disney movies in school for classroom parties or during the lunch hour. Clearly one type of knowledge was over-represented in my life, and one was erased.
I did, however, have some opinions on “Native people.” One of them was that they were so lucky because they got their University for free, and that just didn’t quite seem fair to me. (Read more about other Treaty misconceptions and facts here.) I want to be clear that the issue was not that I watched Disney movies when I was growing up, it was that I was so surrounded by my White culture (including Disney) that I didn’t ever need to challenge the status quo or question my Whiteness. The media I was attracted to erased certain populations of people, and presented others in a less than positive light. Fryberg & Stephens (2010) suggest that “American Indians are so underrepresented in various contexts (e.g., media, school) that they experience an extreme form of colorblindness; they are invisible,” (p.115).
Disney is easy to pick on, but the fact of the matter is that all mainstream media dictates one message and ignores another.
“Media images can serve a deliberate purpose in maintaining the dominance of our existing societal gender, race, and class hierarchies. The motivation for movie production, for example, may be to incite patriotism, ethnic pride, and/or the assimilation of minority groups into mainstream culture. The most common motivation… is to reproduce whatever images dominate within the ‘whole white supremacist capitalist patriarchy’ to which films in the global market must appeal” (van Wormer & Juby, 2015, p. 582).
These ideologies affect and inform our students, and it then becomes our job as educators to disrupt these ways of thinking and offer other stories. “A critical reading of Whiteness means that White ignorance must be problematized, not in order to expose Whites as simply racist, but to increase knowledge about their full participation” (Leonardo, 2009, p. 231). It wasn’t until I understood my place in Canadian history as a White settler woman that I was able to comprehend the depth of that identity and my role going forward.
“School appears to [be] a key site for racialised (and national) subjectification” (Phoenix, 2009, p. 18). In many cases, students are coming to school and not escaping the
Photo Credit: Patrick Feller via Flickr
hegemony of culture, but their classroom experiences demonstrate “the ways in which they… recognise western representations that [construct] them as inferior” (Phoenix, 2009, p. 18). Even the youngest of students can tell when they are “othered.” Children do see race and gender, and their little identities are already quite developed when they arrive at school. If they are familiar with the princess/superhero stories of Disney and the like, how does that influence their classroom and school interactions?
What can I (we) do as early childhood educators to disrupt the dominant story being told? What experiences can we share as a classroom that can challenge the hidden curriculum the students are learning through the princess/superhero culture? How can we help such young minds grow in critical awareness of their favourite princess/superhero stories? What alternative stories can be shared to counteract the dominant racialized/gendered messages the children are receiving?
References
Ball, J. (2009). Supporting Young Indigenous Children’s Language Development in Canada: A Review of Research on Needs and Promising Practices. The Canadian Modern Language Review. 66(1), 19-47
Fryberg, S. & Stephens, N. (2010). When the World is Colorblind, American Indians are Invisible: A Diversity Science Approach. Psychological Inquiry. 21(2), 115-119
Leonardo, Z. (2009). Reading whiteness: anti-racist pedagogy against white racial knowledge. In B. Ayers, T. Quinn, & D. Stovall, (Eds.), Handbook of social justice in education. (pp. 231-248). New York: Rutledge.
Phoenix, A. (2009). De-colonising practices: Negotiating narratives from racialised and gendered experiences of education. Race, Ethnicity and Education, 12(1), 2-22.
Sehgal, P. (2016, Feb. 2). Fighting ‘Erasure’. The New York Times. Retrieved from: http://www.nytimes.com/2016/02/07/magazine/the-painful-consequences-of-erasure.html?_r=0
van Wormer, K. & Juby, C. (2015). Cultural representations in Walt Disney films: Implications for social work education. Journal of Social Work. 16(5), 578-594
Read Full Post | Make a Comment ( 2 so far )Princess Culture and Early Childhood Education: The Issue
It all started in the last couple months when I decided to go on a Netflix Disney movie spree. I was getting sick of the large amounts of drugs, sex, swearing, and violence in the “regular” adult TV shows and movies, so I wanted to take a break and indulge in
Photo credit: Global Panorama via Flickr
something more ‘innocent.’ Now, hear me when I say that a “spree” for a mom of a six month old is watching bits and pieces of these movies every few days/week. But that said, so far I have watched Tangled, The Jungle Book, Finding Dory, Ella Enchanted, (I watched this thinking it was the musical Enchanted. It wasn’t) Big Hero 6, Enchanted, (the correct one) and I am currently watching Maleficent. It was during Enchanted (the musical) that I started to really recognize the Whiteness that is infused into the movie.
It was during the above clip that I was awakened to the stereotypical race roles that the movie portrays. First of all, the initial men of colour introduced are assumed to be Caribbean, as they play steel drums and shakers, and they are wearing traditional cultural clothing. (Although to be honest, I’m not even sure it’s accurate Caribbean traditional clothing… but it does have patterns and beading, which in the dominant viewer’s mind fits the role of traditional Caribbean culture, therefore does not get questioned.) These men are immediately racialized as their purpose in the movie is to represent culture and add an ethnic flavour to the song. The men follow the characters (the two white, heterosexual leads) who walk through the park singing about love. The next obvious men of colour introduced are Mexican men in sombreros playing their guitars on a boat. Their apparent purpose is to support the two White leads with some added guitar music. The last noticeable man of colour, (I won’t even get started that there were no obvious women of colour even in the song.) is a black man in a bandana, and a loose jersey. Since the song is apparently trying to include all different cultures, he most likely represents black culture as a whole;
“Black men are also featured as tough and aggressive. Many videos rely on hip hop style fashions, such as multilayered oversized shirts, sagging jeans… tattoos and bandanas, in order to evoke images of controlled aggressiveness.” (Asamen, Ellis, & Berry, 2008).
The massive amount of cultural appropriation that is happening within this short song is disturbing. According to the Intellectual Property Issues in Cultural Heritage Project (2015), appropriation “means to take something that belongs to someone else for one’s own use. In the case of heritage, appropriation happens when a cultural element is taken from its cultural context and used in another” (p. 2). The entire song took race and gender stereotypes and expanded on them to the nth degree. This is troubling for me because while I was looking for an innocent escape in children’s movies, I was actually bombarded by hidden racialized and gendered constructions that shape my ways of knowing without me always realizing it.
Photo credit: Barb Watson via Flickr
I think most people are aware that the older Disney movies often promoted racism, sexism, and even domestic violence, but “the newer Disney animations continue to play ‘a substantial role in reaffirming, even constructing, an uneven social hierarchy that privileges the status quo and subjugates marginal populations” (Gutierrez, 2000, p.10). With that in mind, it brought me to question how the dominant discourses of media culture influence early childhood education. In what ways is the ‘princess culture’ of today affecting our children’s ways of knowing and being? If it took me, an adult finishing her graduate degree focusing on anti-oppressive education four consecutive Disney movies to really notice the hegemonic practices that were being showcased, how long, if ever, does it take children to question the message they are receiving? In what ways do schools perpetuate princess/superhero culture and preserve the dominant discourse?
My next post: Princess Culture and Early Childhood Education: Over-representation and Erasure
References
Asamen, J., Ellis M., & Berry G. (2008). The SAGE Handbook of Child Development, Multiculturalism, and Media. Thousand Oaks, California: SAGE Publications.
Broadnax, J. (2015, Nov. 18). The Hollywood Reporter’s New Cover Shows Hollywood Continues to Erase Women of Color. Retrieved from: https://www.themarysue.com/hollywood-reporter-cover-erasure
George, K. (2015, Jan. 9). The Disney Movies You Grew Up with Are Incredibly Racist. Retrieved from: http://www.vh1.com/news/310/racist-disney-movies/
Gutierrez G. (2000) Deconstructing Disney: Chicano/a children and critical race theory. Aztlain 25: 7–46.
Intellectual Property Issues in Cultural Heritage Project. (2015). Think Before You Appropriate. Things to know and questions to ask in order to avoid misappropriating Indigenous cultural heritage. Simon Fraser University: Vancouver.
How Indigenous Learning Stories Can Combat Colonialism
Mary Caroline Rowan discusses Indigenous learning stories in her article, “Resituating 
Practice through Teacher’s Storying of Children’s Interests.” Rowan believes that learning stories can be a device to impart Indigenous knowledge and practices. The “learning story” derives from Aotearoa/New Zealand and is a structured, narrative style observation story that documents children’s actions and incorporates them into a story that walks through a child’s interests, ideas, and emotions. In her chapter, Rowan uses the learning story model, and incorporates Indigenous vocabulary words that support Inuit culture.
(Warning: understatement of the year…) Colonization has had a strong impact on the Canadian Inuit’s culture. Through strict policy and violence, the Inuit people were forced to attend Residential schools where they were taught White ways of knowing and denied access to their language, culture and families. “Inuit approaches to living have been systematically undermined in relationship with a southern society that believed that it knew best how to use the north, how to develop its economic potential, and how to improve the moral, intellectual and material lives of its inhabitants” (Rowan, 2013, p. 175).
The Inuit language and culture have been silenced through years of colonial policy and forced assimilation. Rowan’s approach to her research is rooted in the understanding that “locally based social and cultural knowledge(s) provide a foundation for meaning, understanding, and strength at the community level” (Rowan, 2013, p. 174). She journeys down the path of decolonial theory to find ways to incorporate this local knowledge and disrupt hegemony in her early childhood education action research. Through the practice of transformative pedagogy, “which recognizes the value of home and community knowledge” (Rowan, 2013, p. 180), Rowan chooses to write two learning stories that use traditional Indigenous knowledge and language.
Rowan uses Hugh Brody’s research (1975 & 2001) many times in this chapter. 
Brody was a British anthropologist that visited the Canadian Arctic in the 70’s. Much of his work influences Rowan’s theoretical approach. Brody (1987) wrote, “The voices of the people must be heard; their words breathe life into our understanding. We cannot know other cultures by looking at them; we must hear their accents, absorb their intonations, and enter their points of view” (p. xv). This is vital to Rowan’s work with Indigenous children. In her learning stories, she enters an Inuit child’s world and writes about kamiik, (sealskin boots) illu, (a snow house/igloo) and a play structure on a local playground.
Through her stories, children were spurred on to wonder and question about other traditional cultural practices. One child “really wanted to see the quilliq (stone lamp) lit.
This eventually led to an important event that involved the lighting of the quilliq” (Rowan, 2013, p. 182). I believe this is the magic that an engaging story can hold for a child. It begs them to enter into the story, and wonder and question in much deeper ways. The amazing thing about a learning story is that the children reading it are the centre of the story. It is their behaviours and actions that are documented.
When I decided to write my own learning story, I decided to centre it around my five month old daughter. I am currently on mat leave, and do not have a classroom where I can use my students in the story. I decided to take pictures of important events in Adelyn’s day where I saw her learning and engaging with her environment… AKA my home. Because I didn’t want it to only be applicable to our family, I tried to use objects or experiences that could transcend culture. I openly admit however, that by being a White female settler, I am already working within a privileged, dominant discourse.
However, I tried to write the learning story in a way that allowed the opportunity for other languages and cultures to insert their own local vocabulary/understandings. On each page I underlined a word that I thought could be traded out for something more culturally appropriate or local if applicable. For example, I wrote about Adelyn sleeping in her crib. I know that many other cultures use moss bags, boxes, bassinets, parents bed, etc. Those reading/translating this story are encouraged to switch the vocabulary when necessary.
On the topic of translating, I guess I should mention that I had some friends/family translate the learning story for me into their own language. I am so privileged to have acquaintances from many cultural/linguistic backgrounds, and thankfully many of them were willing to help me translate the story into their own tongue. By the time the story was finished, it was translated into 7 (almost 8) other languages: Inuktitut, French, Korean, German, Mandarin, Spanish, Swahili, (and Cree is on the way). But considering Brody’s quote about “hearing their accents and absorbing their intonations” (Brody, 1975, p. xv), the story was not finished yet. Through technology, we now have the capacity to actually HEAR other languages being spoken. I asked each friend to also record themselves reading the story in their language so I could import the recordings into the ebook. This was successful, and now beside each translated line, there is a button one can click to hear the sentence being read in the corresponding language.
Again, I know there are still many faults with this process and product. By inserting other languages over a White, privileged experience, I am inviting minority groups into my dominant narrative rather than the reverse. I realize that this project is occurring because of a chapter I read while taking my Masters degree at a University. (The ivory tower image can’t be much stronger than that.)
“Ivory Tower” photo credit: Billie Grace Ward via Flickr
I also realize that it is quite problematic that the book I have made is available in ePub format which is best read on an iPad, eBook reader, or a computer with the correct software installed. I know this type of technology is not accessible to everyone, and by doing this, I may just be perpetuating a very privileged group’s access to these materials.
That said, in offering this story in more than one language, I hope to accomplish some inclusivity. I am sending a copy of my story to each of my friends/family that helped me translate it, and I hope it will be read to their children and children’s friends in their home language. I am also hopeful because of my story’s ebook format. Because it is an ePub, it can be opened in the Book Creator app so that the pictures can be changed. Perhaps someone would like to take out the picture of my daughter, and insert one of their own child in their own environment. This ePub format also allows the story to be printed for those that may not have access to an iPad, ebook reader or computer. It does lose the ability to hear the languages being spoken, but the written text in the different languages will still be there.
I will leave you with a few questions that I have pondered throughout this work.
- How can I (you, we) ally with other Indigenous peoples who are wanting to “breathe life into their understanding.” What does it look like for me (you, we) to support the amazing work already being done by Indigenous people who want to keep their traditions, culture and language alive?
- In what ways can I, as a white settler woman help disrupt hegemony and colonial thinking among settlers? In what ways can I infuse Indigenous ways of knowing into my teaching, or my every day life? What stories will I read to Adelyn that don’t have her (or people like her) as the central focus?
Authentic online spaces: Good or bad?
This blog prompt comes at an interesting time for me as I have had a couple great conversations around this topic just recently. Both have to do with blogging and the conversations that occur because someone shared their thoughts/opinions/knowledge online; good, bad, or otherwise!
Photo credit: Will Lion via Flickr
The first story happened in the last couple of weeks for me. I have been blogging my reading responses for my other Masters class, EC&I 814 Critical Perspectives of Pre-school Ed
ucation. We have been diving into topics around how to de-pathologize curriculum and re-situate early childhood education into an asset oriented perspective. It goes along nicely with the anti-oppressive education work I have been doing this last year of my life. In these posts, I often quote Luigi Iannacci who is one of the authors of our textbook, Early Childhood Curricula and the De-pathologizing of Childhood. I got an unexpected surprise one day last week when Iannacci emailed me through my blog’s ‘About page’ (which as a side note is why it’s important to have a contact form on your blog) and commented on my blog post. He was very encouraging…
This led to me emailing him back, and we have had a little conversation back and forth for the last couple weeks. He has been very open and genuine, and I figured it couldn’t hurt to ask him if he wanted to Skype/Facetime in with our class during my presentation coming up on March 28th. He was more than happy to do it, and we have been figuring out exactly what that will look like.
But what can I say? What an amazing opportunity for myself and my classmates to actually talk to the human behind the stories and theory represented in our text. This opportunity happened BECAUSE I blogged my reading response for the world rather than wrote it for my professor. No, our conversation didn’t happen in the comment section of my blog or in a discussion forum, but none the less, it happened because of my blogging platform.
What do I take from this?
- Teachers need to give their students opportunities to write for someone other than themselves.
- Authenticity is inspired in others when it starts with me.
The second story happened to a friend of mine, Claire Kreuger. By the way, she has given me permission to tell this story. She has been blogging her thesis– HALLELUJAH! (I am so glad that this is starting to become a thing.) And she has had some interesting conversations around some of her posts. The story she told me yesterday was where her authentic online space did not go over so well.
Through her thesis, she has been actively trying to disrupt her own understanding of Whiteness, colonial spaces, and privilege. Her thesis is an Auto-ethnography, which involves her using stories from her own family, classroom and experiences. In her post, H is for Headdress, she explains why it is unacceptable for non-indigenous people, children included, to be wearing and making headdresses. Though this issue has been brought to light multiple times in the media, and in education, it still seems to be happening quite frequently. Claire mentions how even her own daughter made a feather headdress in class last year. This is actually where the authenticity/openness of her blogging takes a turn for the worst.
Shortly after mentioning her daughter’s craft in her blog post, Claire got an email from her child’s teacher with the principal cc’d. The teacher wanted Claire to come in and chat… Uh oh! Anytime a teacher is willing to schedule a meeting on Friday after school, you know it’s not to talk about some awesome answer the child gave in Science that day. Sure enough, the teacher and principal wanted to speak about her blog post. The teacher
“Blog With Authenticity Without Getting Fired” photo credit: Search Engine People Blog via Flickr
felt like Claire attacked her in the blog posts, and was telling others that she was a bad teacher. She had printed off pages from Claire’s blog (kind of ironic, right?) and challenged Claire on what she had written. Claire had to do damage control and explain the situation. She told the elementary teacher that she thought she was an awesome teacher, but that Claire did have issues with that craft in particular, and how Indigenous people were being (mis)represented on a classroom and even school level. She tried to
apologize to the teacher and principal and explain that she was not trying to condemn the teacher per se, but rather address what her daughter had shared in conversation at home. Her daughter’s lack of knowledge and language around First Nations people was actually more of an issue than the craft itself, especially since Claire is actively trying to educate her own children about First Nations content at home. It is a symptom of the bigger systemic issue, and Claire clearly pointed that out in the blog, or at least she thought she did. Though the conversation was awkward, it was one that probably needed to happen on both accounts.
In this case, Claire being open and authentic in her blog caused tension with her face to face relationships. She was forced to stand behind her convictions and call somebody out on their racially insensitive actions. Though she was pressured to censor her opinions and thoughts, she found a way to adjust her blog’s comments, but not erase the story itself.
“Blogging Readiness” photo credit: Cambodia4kids.org via Flickr
In either story, the good news is that the blogging platform brought out conversation, good or bad. The public nature of the writing brought on discussion. The openness of the content spurred on more conversation. It can’t always guarantee that other’s will be authentic or genuine, but it sure helps when you know the writer is starting from that place.
Read Full Post | Make a Comment ( 9 so far )
« Previous Entries
Danielle's blog 