Although I have
learned a great deal about a variety of contexts, programming options, issues,
and trends related to the field of early childhood, my most significant
learning involves issues of power and oppression. A dominant culture has risen within our
society due to a belief that certain groups are the more desirable than
others. Because of their perceived
supremacy, particular groups believe that they are entitled to try to help
others be more like them, or face the consequences of marginalization. I believe these attitudes are dangerous to our
increasingly diverse communities and the children and families we serve as we
work towards building equity. We will continue
to struggle to find equity if we continue to hold any particular group of
people as the ideal while marginalizing others.
As a white person growing up in a middle-class, English-speaking family who was familiar and well acclimated to the education system I attended, whether or not I would complete college was not up for debate. It was simply programmed into my mentality through my home culture. My parents are highly literate individuals who began helping my sister and me plan for college when we were still in elementary school. I attended a high school in which I had guidance counselors help me prepare college applications and set up meetings with college admissions counselors. My family and academic support system helped foster the academic skills that helped me become a viable college applicant. This support system also helped garner scholarship opportunities and the necessary financial aid to make higher education possible for me. Although I paid little attention to my inherited social identities prior to this program, I now realize I have been afforded many privileges. Many of my social groups have led to privileges through which I have been granted "smooth access to institutions," broad economic opportunities, and numerous social support (Derman-Sparks & Edwards, 2010, p. 25).
Although I feel that I have experienced important new learning related to power and oppression throughout this program, there are three that I will discuss here. The first major lesson has helped me understand that working for equity and social justice is a lifelong journey. While the work can feel overwhelming and the system too deeply engrained within society, this is important to remember because expecting immediate and significant change can lead to emotional fatigue and professional burnout (Laureate Education, Inc., 2011). This lesson reminds me to be comfortable with my own growth and motivates me to continue to grow.
Secondly, I have grown to understand that communicating and collaborating with others is important. I often want to deal with challenges independently and rely only on self-reflection. While I recognize self-reflection as important, I will strive to build a support system of colleagues who can help tackle issues that strive towards building equity. I must not stay inside my own bubble, as doing so would limit my opportunity for growth. Empathizing with a lesson that Derman-Sparks shared, I understand I must be willing to take constructive criticism and use it to improve my practice (Laureate Education, Inc., 2011). Additionally, I must be willing to provide colleagues with constructive criticism, understanding the importance of collaboration in our shared vision of building equity. If we all approach issues from the same perspectives, it will be difficult to accomplish anything. All parties involved with a particular challenge must be given a voice.
The third significant leaning related to this program involves gaining more perspective regarding my own self-identity. Understanding who we are as individuals is essential to our work with young children and their families. I feel I was blinded to my own sense of internalized privilege that I had carried (unknowingly) for most of my life. Understanding that I have internalized a sense of privilege allows me to start making steps to break away from this way of thinking. As Taylor suggests, we carry with us the history of the groups we are part of, therefore, I carry with me history of being part of the power culture responsible for the marginalization of other groups (Laureate Education, Inc., 2011). I have grown through this new understanding, and am more aware of the social benefits I have received. As I have grown to deepen my understanding of such issues, I feel that I can support others to grow as well in our search for equity and social justice.
Through these learnings, I will be consistently motivated to improve my own practices. Part of being comfortable with my own growth is recognizing my responsibilities as an early childhood professional. When it comes to issues of power and oppression, one of my goals in my work with children is to help them learn about and appreciate similarities and differences (Derman-Sparks & Edwards, 2010). As I continue to grow as a professional, I will continue to gain skills that will help children develop positive attitudes and values towards differences. This will be evidenced by the improved quality of interactions between children in my classroom, interactions between staff and families, and interactions between the students and staff in my classroom. Interactions will be characterized by respect and the power dynamics will be balanced. Open and sensitive dialogue will be maintained. This will help children develop the skills that will lay the foundation for standing up against injustices in the future as they develop healthy relationships with diversity (Derman-Sparks & Edwards, 2010).
As this program concludes, I recognize it as a bittersweet end, and a new beginning. Over the course of this program, we have had the opportunity to discuss a wide variety of topics related to the field. Through this collaboration, I have gleaned many new insights that I could not have gained independently. The communication and collaboration provided by our course work and facilitation of our instructors has helped me grow as a professional. For that, I thank all of you.
It is my hope that we can continue our collegial relationships as we enter into a new phase of our career. With advanced degreed in early childhood, we now have the opportunity to lead as advocates for young children, their families, other ECE professionals, and the field itself. I wish you well in these efforts, and please feel free to contact me if you seek any support in your future efforts (paswanson10@gmail.com).
Warmest Regards,
Parker
As a white person growing up in a middle-class, English-speaking family who was familiar and well acclimated to the education system I attended, whether or not I would complete college was not up for debate. It was simply programmed into my mentality through my home culture. My parents are highly literate individuals who began helping my sister and me plan for college when we were still in elementary school. I attended a high school in which I had guidance counselors help me prepare college applications and set up meetings with college admissions counselors. My family and academic support system helped foster the academic skills that helped me become a viable college applicant. This support system also helped garner scholarship opportunities and the necessary financial aid to make higher education possible for me. Although I paid little attention to my inherited social identities prior to this program, I now realize I have been afforded many privileges. Many of my social groups have led to privileges through which I have been granted "smooth access to institutions," broad economic opportunities, and numerous social support (Derman-Sparks & Edwards, 2010, p. 25).
Although I feel that I have experienced important new learning related to power and oppression throughout this program, there are three that I will discuss here. The first major lesson has helped me understand that working for equity and social justice is a lifelong journey. While the work can feel overwhelming and the system too deeply engrained within society, this is important to remember because expecting immediate and significant change can lead to emotional fatigue and professional burnout (Laureate Education, Inc., 2011). This lesson reminds me to be comfortable with my own growth and motivates me to continue to grow.
Secondly, I have grown to understand that communicating and collaborating with others is important. I often want to deal with challenges independently and rely only on self-reflection. While I recognize self-reflection as important, I will strive to build a support system of colleagues who can help tackle issues that strive towards building equity. I must not stay inside my own bubble, as doing so would limit my opportunity for growth. Empathizing with a lesson that Derman-Sparks shared, I understand I must be willing to take constructive criticism and use it to improve my practice (Laureate Education, Inc., 2011). Additionally, I must be willing to provide colleagues with constructive criticism, understanding the importance of collaboration in our shared vision of building equity. If we all approach issues from the same perspectives, it will be difficult to accomplish anything. All parties involved with a particular challenge must be given a voice.
The third significant leaning related to this program involves gaining more perspective regarding my own self-identity. Understanding who we are as individuals is essential to our work with young children and their families. I feel I was blinded to my own sense of internalized privilege that I had carried (unknowingly) for most of my life. Understanding that I have internalized a sense of privilege allows me to start making steps to break away from this way of thinking. As Taylor suggests, we carry with us the history of the groups we are part of, therefore, I carry with me history of being part of the power culture responsible for the marginalization of other groups (Laureate Education, Inc., 2011). I have grown through this new understanding, and am more aware of the social benefits I have received. As I have grown to deepen my understanding of such issues, I feel that I can support others to grow as well in our search for equity and social justice.
Through these learnings, I will be consistently motivated to improve my own practices. Part of being comfortable with my own growth is recognizing my responsibilities as an early childhood professional. When it comes to issues of power and oppression, one of my goals in my work with children is to help them learn about and appreciate similarities and differences (Derman-Sparks & Edwards, 2010). As I continue to grow as a professional, I will continue to gain skills that will help children develop positive attitudes and values towards differences. This will be evidenced by the improved quality of interactions between children in my classroom, interactions between staff and families, and interactions between the students and staff in my classroom. Interactions will be characterized by respect and the power dynamics will be balanced. Open and sensitive dialogue will be maintained. This will help children develop the skills that will lay the foundation for standing up against injustices in the future as they develop healthy relationships with diversity (Derman-Sparks & Edwards, 2010).
As this program concludes, I recognize it as a bittersweet end, and a new beginning. Over the course of this program, we have had the opportunity to discuss a wide variety of topics related to the field. Through this collaboration, I have gleaned many new insights that I could not have gained independently. The communication and collaboration provided by our course work and facilitation of our instructors has helped me grow as a professional. For that, I thank all of you.
It is my hope that we can continue our collegial relationships as we enter into a new phase of our career. With advanced degreed in early childhood, we now have the opportunity to lead as advocates for young children, their families, other ECE professionals, and the field itself. I wish you well in these efforts, and please feel free to contact me if you seek any support in your future efforts (paswanson10@gmail.com).
Warmest Regards,
Parker
Hi Parker,
ReplyDeleteCommunicating and collaboration is important for the success of any assignment. As you said some things cannot be accomplished independently. I have enjoyed working with you throughout this program. Thanks for all your feedback. I wish you well on any future goals.
Brenda
Hey Parker,
ReplyDeleteI want to thank you for your contribution to your "Learning Community". You have added to my learning with your passion for anti-bias in education children. Much success to you in your endeavors.