Other people's expectations

“And finally, we must learn to be vulnerable enough to allow our world to turn upside down in order to allow the realities of others to edge themselves into our consciousness.”

As teachers it can be extremely easy to think equality in the classroom translates to treating all students equally and non-discriminately regardless of their background. It is drilled into our heads that the goal is equal education for all, and although every student is unique, each is equally deserving of the same education. This quote challenges the thinking behind our “racially blind” approach to teaching. Sometimes, offering students an equal education mean adapting your style to what they individually need based on their culture. It makes for a tricky line to walk: how much to we alter our approach to these students without losing sight of our values and how do we know what these students need?

This passage awoke something in me that I experienced in teaching Somali refugees. These students came from a refugee camp in Kenya after having witnessed violence and extreme aggression, and were part of a culture that predominantly had male teachers, and those that were less personal with their students. Teachers were reputably stricter in West Africa, and familiarity or a friendly relationship with the student wasn’t a tool used as often as in America (or at least in my style of teaching). I had to realize that, as Delpit says in her quote, my world had to be turned upside down to address the needs of these children. Their realities were somewhat backwards from my own, and required my seeking out the common values we had, the needs they shared with all students, and the style of discipline they were used to. I had to make decisions daily about how to treat these students, whether I would alter my style to one that was harsher, though more familiar to them causing them to be more receptive, or to keep consistent with my own values. It’s a debate I’m still struggling with, and will continue to struggle with in my future teaching and would love Zalika’s advice!

I think this point is at the heart of what the author wants us to consider. These aren’t our own children who we can educate as we would our own within the comforts of our own “cultural capital.” For many of us, they will be children who are coming from a variety of backgrounds and have a spectrum of needs. I appreciate Delpit’s point that we must consult with adults who share the culture of our children in order to determine what the students need. I have no concept of what a poor native american child needs from me different from the other students. My educational upbringing, which will largely influence my own approach to children, could have nothing in common with an inner-city black student. Delpit insists we must be mindful of these differences, whether they be impediments or advantages.