One particular quote from this book which I feel encompasses the overall message that the author is trying to instill in the consciousness of all educators today is this one: “I am suggesting that we begin with a perspective that demands finding means to celebrate, not merely tolerate, diversity in our classrooms. Not only should teachers and students who share group membership delight in their own cultural and linguistic history, but all teachers must revel in the diversity of their students and that of the world outside the classroom community.” (p.67) This quote was personally meaningful to me because I went to some fully integrated schools when I was younger and saw firsthand how misunderstandings between students and teachers affected the overall environment of learning in the schools. It’s very possible that because the African-American students in my school felt misunderstood, they may have been rebelling because they felt like their background was not valued by teachers. I particularly remember two boys who made the teacher cry almost daily and she would just send them to the office. I wonder if she ever sat them down one at a time and tried to get to know them and find out why they were acting out and calling for attention. It’s possible that some mutual understanding and familiarity with each other on a personal level might have created respect on the part of both the students and the teacher.
I feel that the author wants us to find ways to celebrate diversity in the classroom and to affirm dialects rather then correct them. Constantly correcting various dialects can cause the students to shy away from articulating their thoughts and feelings with regard to their learning. We should be using our cultural differences to enlarge and enhance learning. It is important to be sensitive to issues of power in the classroom and empower all groups of students by taking a bi-dialectical approach to teaching.
What I have read will influence my future teaching in that I will try to be in tune with all of my students and knowledgeable about their cultural backgrounds. I will use examples from this book to create experiences where students can make their unique contributions. Having gone to some mostly African-American schools, I feel that I have some understanding of cultural relativity, but of course, me being a Caucasian woman, I do not have a full understanding. Admittedly, it may be a stretch for me to include rap, which is a real part of the black community, into my curriculum because I am not a fan of most rap, although I like some. I have to remember that using rap, for example, will help the African-American students get enthusiastic about expressing themselves and the Caucasian students may love it as well. For example, students might study insects and create a rap song that describes a particular insect. Whatever creative ways I can implement to get every student excited about learning, I will do to the best of my ability.