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Education and Racism

Education and Racism "If teachers across America would arise and make the personal commitment to do something about racism, beginning with their own selves, their eventual impact would, I believe, be tremendous" (Hacker 191). It is time to take action. Not only in our own lives, but in the lives of the children. There has been attempts, there has been success, and there has been failure. Many people have ways in which they believe will help reduce racism. But which is the right way, the best way? According to Barbara Hacker, author of "Advice for Teachers on Racism and Oneness," it is up to the educators. She believes teachers can make a difference in the lives of his or her students. Hacker suggests four principles that teachers can follow in order to help. The first is to accept that it is okay to talk about racism. Most people know how wrong racism is, and therefore keep quiet about it. They remember the most horrific forms of the act (KKK) and don't want to be associated with it. Many also fear finding that they themselves are racist. Also, people of color try to suppress feelings and experiences related to racism. They "protect" themselves by believing that they have not been personally effected. But, in reality, this suppressing of their feelings and reality is hurting them more. Basically, realizing that it is okay to talk about racism means realizing that it does exist, everywhere. And that everyone is affected by it some way or somehow. Opening up the lines of communication means to learn to listen to others, use "I" statements relating your feelings and experiences regarding racism, and agree not to judge others opinions and beliefs. Teachers need to set guidelines for students to discuss their views openly. Students, especially younger ones, can get out of hand, feelings can be hurt, and many things can be said out of context. By setting rules for discussion, much more can be accomplished, more people can be heard, and more opinions can be changed. The second major role teachers can play in educating students about racism is through exactly that, education. "A lot has been written about the nature of prejudice, and racism, the many ways in which it is manifested, how it is transmitted and perpetuated, and even the stages that individuals go though in overcoming it's effects" (Hacker 192). If teachers would find this information, believe in it and share it with the children, then hopefully a few, if not all the views of the students will change. "Everyone needs this body of knowledge" (193). The third important principle is to realize that we all have prejudices. They are formed very early in life and are often very strong. They become a natural part of our lives, and cloud our minds with ignorance. Teachers are seen as role models, authority figures, and mentors. So many children fail to challenge them whether they be right or wrong. "A corollary of the concept that we all have prejudices is the idea that it really is okay to make mistakes, and that mistakes are opportunities for learning and growing" (193). It could do wonders for both teachers and students if the educators taught about prejudice and taught about, and admitted their own mistakes. Lastly, the fourth key principle of overcoming racism is the realization that we all have been miseducated. All the textbooks record history from a "white European perspective" (194). We have all been fed facts and concepts that were candy coated, or just plain false. And the worst part is, we all sat back and absorbed it. No-one stood up and said "Wait, what about the Native Americans, or African Americans. What did they contribute?" We were led to believe that what they did wasn't important, or that they did nothing at all. It isn't enough that we celebrate Black History Month, or have a guest speaker in class who is Indian, we must learn history, the right way. "Part of the difficulty, I think, is in the history as mythology many of us received as young children: the prim, immaculate, starched and pressed Pilgrims who made friends with the Indians and lived happily ever after; the Columbus who in 1492 'sailed the ocean blue' to prove to the unbelieving masses that the world was round and 'discovered' America; the numerous poems and stories about Washington and Lincoln that are either patently false or far from the essence of who these presidents were" (195). Teachers need to teach students the truth about our history, from all perspectives. Once the school systems realize that the information 'inspiring' our children is false, maybe then we can 'rewrite' history. Literally. Aside from the four things that teachers can do to overcome racism, there are two important concepts for them to understand. This is the difference between unaware racism and internalized racism. They should know what these two terms mean so they can look for signs of them happening. Unaware racism is exactly how it sounds. It is when people unintentionally say or do things that hurt the feelings of individuals of another group. This act happens with people of all ages, but it is important that teachers are aware of this problem. They need to learn to see beyond color and treat all students the same. Internalized racism is what happens as the result of stereotypes and discrimination. "It is the result of a group of people targeted by racism, systematically, over a long period of time, from all around them hearing stereotypes about people like themselves, and the message that they are inferior and cannot achieve, and their coming to believe or internalize those stereotypes and messages" (201). This turns into a loss of self-esteem and extreme hatred towards oneself and members of their group. In the school systems, teachers tend to pay less attention to students of color, or else don't encourage them as much as they do the white children. Also, the students themselves can make cruel comments to their peers and all of this can lead to internalized racism. Teachers need to watch their own actions as well as those of their students to make sure this isn't happening. The teachers should accept, learn, and believe the fact that we are all one. There is not two, three, or ten human species, there is one. If this is stressed enough in schools, children can grow up free of racism. Bibliography:

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