Last summer I attended a baseball game in Atlanta with my son, my best friend, and her daughter. It was "Mother Son" night at the Braves stadium, and we waited about an hour to do our little march around the field. During the course of our time in the stadium, we had time to fill, so we browsed the shops. One particular shop was primarily women's clothing and accessories. My son and Megan (my friend's 5 year old) were enamored with the sparkly headbands, pink baseballs, and bedazzled accessories. The clerk approached us, and said, "Oh, those are expensive" in relation to a $12 dollar headband, and to my son, "Honey, there's nothing for you in here. But there's a boy's store down the way". My friend and I realized the double insult: clearly two women with two children must be a lesbian household, can't afford 'nice' things, and that boys should be not interested in pink, sparkly items.
My friend and I talked later. She told me that this was the first time she really understood what my son and I go through. And that she was appalled, hurt, insulted, and downright angry. We were assumed to be partnered, and she felt the microaggressions (both verbal and behavioral) that are often brought against gay parents. She also felt the microagressions that are inflicted upon a gender-creative family. Neither of us reacted in the situation, though I was sure to mention to the clerk, "My son just LOVES pink". Most of the conversation came later, with my son. As I once again affirmed for him that he can like whatever he likes, that sparkly things are pretty and lots of people like them, and no no one has the right to be mean to us about the things we like.
After viewing the video presentation this week by Dr Sue, I found myself more cognizant of my interactions with others, in fact someone anxious about them. I feel myself second guessing every comment, scrutinizing it for possible microagressions, and fearing that my well-intentioned comments and compliments are being received as the clerks were to me. Are my interactions with those of diverse cultural backgrounds tinged by generations of stereotypes that I try oh so hard to fight against? Am I inadvertently causing harm to others and leaving them feeling insulted, debased, hurt or angry? How does one balance this caution with communication?
I'm still working on it.
But I'm more aware of it now. Not only through my own experiences, but through hearing the stories of others. And my hope is to find a way to teach my child thoughtful, caring communication, based in kindness, awareness, and respect for others.
Saturday, April 1, 2017
Saturday, March 25, 2017
Perspectives on Diversity and Culture: Asking around
This week I asked three different people: What are you definitions of culture and diversity? This must be a daunting question, because four people that I contacted via text AND email, have yet to respond. So, for the moment, we'll address the first (only) response I have and I'll amend this as they come rolling in. The following is the first response:
- "Culture is what is passed down to us through our heritage, like where our forefathers came from. Its the food, clothes, celebrations, and language that we're taught and grow up with." "Diversity is difference. It's the ways that we're different from the other people around us. You know, like race, gender, religion... differences in those make a group diverse." -14 year old Latino boy.
Interestingly, the young man who provided these definitions stuck primarily to the surface aspects of culture; namely food, clothing, celebrations. Language was the one departure from this, being an example of deep culture. Also interesting in his response was that culture is associated with heritage only, and not the aspects of his identity that he has grown into or developed on his own. It will be interesting to see if this is mirrored in the responses from others as well.
Diversity was also limited to the more visible aspects of culture/identity. Missing were other elements that contribute to diversity such as ability/disability, language and dialect, SES, political affiliation, sexual identity, age, education, etc.
What I found most interesting from this exercise is, potentially, people's reluctance to talk about culture and diversity. It may be something else entirely, that I have received so few responses, or it could potentially be that we have, through avoiding the topics, created a taboo or even a lack of ability to dialog about the topics of diversity and culture. We 'shush' our children when they make observations of difference and the message persists: "We don't talk about that", and then becomes, "We don't know how to talk about this". Which also means that people are likely paying little to no attention to their own cultural and diverse identities.
As I continue to hound people, I will update this post, but as of nearly midnight Saturday morning, this is where we stand: with only the voice of a 14 year old Latino. Thank you, for your openness, honesty and courage to take a strike at these complex topics!
UPDATE: 3/26/17 9am EST:
- "Diversity is inclusion of a variety of different types of things, people, animals, etc. Culture is what shapes us, our surroundings, beliefs, traditions, religion." --67 yr old Caucasian female
What I thought was interesting about this one was that "inclusion" was used as part of the definition of diversity. Her definition of culture included more of the deep culture aspects than the first definition, but still excluded a number of deep culture aspects like ability/disability, gender identity, roles, etc.
My first thought upon receiving these quotes was, "So diversity is what makes us different, and culture is what makes us similar", but the inclusive element in the diversity definition changed my understanding of her definition. It's almost like viewing concentric circles with self at the center, culture in the first circle around it, and diversity in the circle around that.
Sunday, March 19, 2017
Hypothetical: A new world with only...
Given the hypothetical situation that a catastrophe has occurred and that my family is to be relocated to a very different country with only three personal items that reflect my family culture, what would I choose to bring?
First, and this may sound strange, but I would bring a book. "Elmer the Patchwork Elephant". It is a favorite of my son's, but is also the story of difference, self-acceptance, and appreciation of others. It's a book we have read many times, not just for the color pictures, but for the lesson that it imparts, and a reflection of my own values and beliefs, my culture.
Second, I would bring a photo album, as it is a depiction of our lives, a starting point for stories, memories, and lessons from our past. It in would be photos from our immediate and extended family. It is a record of not only our time together, but also a record of our culture in time.
I actually really struggle to identify a third item. Honestly, if we were being relocated for an undetermined amount of time, it feels as though it is the other culture that we should be learning about more than clinging to vestiges of a ravaged one. And, not being a huge fan at times of our own dominant culture, I'm not sure that this is something I would want to perpetuate. I don't have close ties to the cultures of my family's ancestry (Norwegian, Irish, and English), so items of this nature would not be important. The best I can suppose would be, yet again, books. So, a Kindle packed with classic literature (as a reflection of the culture historically) and stories that impart lessons that I want my child to learn would likely be third on the list.
Were I told that, upon arrival, only one item could be saved, I would likely feel quite naked, but in a sense liberated as well. I've moved a lot, given up most of my possessions at one time or another (moved across country with only what would fit in my Civic Hatchback at the time), and enjoyed the freedom of diving into a new place and reinventing myself a little along the way. However, that was never forced upon me, and never did a have a child to consider. No matter what item I choose to keep, it is going to be the sacred art of storytelling that carries on our culture. So, I would likely leave it to my son to choose, as he would be the one that would find the most connection to the item.
Doing this exercise revealed to me, once again, to power of literature and written word as a form of cultural identification. Literature provides a snapshot of culture in time, as well as a way to discuss values and beliefs that have served or not served the group. It also showed me what little ties I have to the dominant culture in many ways. Now, it's most likely that my reactions would be quite different where this event to actually occur, and who knows what I would "need", but having worked so long in hospice with the dying, I know that it is the stories and the memories that are most important in the end, for these are the ways that we construct our own realities and define ourselves, our families, and our culture.
Fingers crossed it's not tomorrow, but if it is, Elmer is going with us.
First, and this may sound strange, but I would bring a book. "Elmer the Patchwork Elephant". It is a favorite of my son's, but is also the story of difference, self-acceptance, and appreciation of others. It's a book we have read many times, not just for the color pictures, but for the lesson that it imparts, and a reflection of my own values and beliefs, my culture.
Second, I would bring a photo album, as it is a depiction of our lives, a starting point for stories, memories, and lessons from our past. It in would be photos from our immediate and extended family. It is a record of not only our time together, but also a record of our culture in time.
I actually really struggle to identify a third item. Honestly, if we were being relocated for an undetermined amount of time, it feels as though it is the other culture that we should be learning about more than clinging to vestiges of a ravaged one. And, not being a huge fan at times of our own dominant culture, I'm not sure that this is something I would want to perpetuate. I don't have close ties to the cultures of my family's ancestry (Norwegian, Irish, and English), so items of this nature would not be important. The best I can suppose would be, yet again, books. So, a Kindle packed with classic literature (as a reflection of the culture historically) and stories that impart lessons that I want my child to learn would likely be third on the list.
Were I told that, upon arrival, only one item could be saved, I would likely feel quite naked, but in a sense liberated as well. I've moved a lot, given up most of my possessions at one time or another (moved across country with only what would fit in my Civic Hatchback at the time), and enjoyed the freedom of diving into a new place and reinventing myself a little along the way. However, that was never forced upon me, and never did a have a child to consider. No matter what item I choose to keep, it is going to be the sacred art of storytelling that carries on our culture. So, I would likely leave it to my son to choose, as he would be the one that would find the most connection to the item.
Doing this exercise revealed to me, once again, to power of literature and written word as a form of cultural identification. Literature provides a snapshot of culture in time, as well as a way to discuss values and beliefs that have served or not served the group. It also showed me what little ties I have to the dominant culture in many ways. Now, it's most likely that my reactions would be quite different where this event to actually occur, and who knows what I would "need", but having worked so long in hospice with the dying, I know that it is the stories and the memories that are most important in the end, for these are the ways that we construct our own realities and define ourselves, our families, and our culture.
Fingers crossed it's not tomorrow, but if it is, Elmer is going with us.
Saturday, March 4, 2017
Reflecting on Research
First, a huge thank you to each of my classmates who has challenged me to grow in my learning, stretched my assumptions, and shared valuable insights. It's been an interesting term both personally and academically, and I'm thankful, if a bit bruised, for the experience. In addition, thank you to Dr Todd who has provided helpful feedback and encouragement to myself and my peers throughout this term.
Having taken Research Methods, Statistics, and Research Design courses in the (not too distant) past, I found myself pretty well prepared for this course. And while it was introduced to me in the past, getting a chance to focus on equity issues in research design, was a fairly new concept. I was familiar with power issues, and homogeneity, but was intrigued to learn about research and the deficit model. With the abundance of ethical standards and review board procedures involved in conducting research, it is hard to imagine that we continue to produce studies that reinforce potentially negative delineations between groups. It's certainly something that I will pay greater attention to as I read scholarly literature in the future.
The greatest lesson that I learned (or had reinforced for me) this term was to approach research as you would a client: from a position of wonder, not expertise. While we may think that we have the answers, or desperately want our hypothesis to be supported, this mindset often leads to bias issues in research and potentially flawed results.
My greatest challenges were personal. As the single mother of a very energetic 4 year old, my days are busy. Paying the bills involves a job, which I am thankfully able to do online after he goes to bed (around 8). Homework needs to find a space too, which is often either before or after the job. My days and nights have been stretched to their limit this term as I've had no additional care-giving support (my parents are vacationing). The past 8 weeks have reinforced for me that finding balance is a life long endeavor, and that priorities can shift from hour to hour, often in unexpected and even negative ways. We cope. We do our best. And we go on.
Finally, my perceptions of early childhood education have been deepened this term. I appreciate the value of research specific to the field more so now than before. Previously, I believed that research in the ED field was primary secondary to psychology, sociology, and education. However, it is now clear that not only is there a place for this type of research, but a demand. I wonder though, how many in the field are choosing this route, and whether or not they are prepared for the rigors of research.
Again, thank you to each of you who has contributed to the course this term. Eric, as always, it's been a pleasure and incredibly gratifying to read your work. Tequilla, it's been wonderful to gain insights from your posts and your blog. Traci and Tishae, it's been wonderful getting the additional perspectives that you have provided, particularly in the last 4 weeks. I wish you ALL the best in the coming terms and know that you will continue to do great things in the field.
Having taken Research Methods, Statistics, and Research Design courses in the (not too distant) past, I found myself pretty well prepared for this course. And while it was introduced to me in the past, getting a chance to focus on equity issues in research design, was a fairly new concept. I was familiar with power issues, and homogeneity, but was intrigued to learn about research and the deficit model. With the abundance of ethical standards and review board procedures involved in conducting research, it is hard to imagine that we continue to produce studies that reinforce potentially negative delineations between groups. It's certainly something that I will pay greater attention to as I read scholarly literature in the future.
The greatest lesson that I learned (or had reinforced for me) this term was to approach research as you would a client: from a position of wonder, not expertise. While we may think that we have the answers, or desperately want our hypothesis to be supported, this mindset often leads to bias issues in research and potentially flawed results.
My greatest challenges were personal. As the single mother of a very energetic 4 year old, my days are busy. Paying the bills involves a job, which I am thankfully able to do online after he goes to bed (around 8). Homework needs to find a space too, which is often either before or after the job. My days and nights have been stretched to their limit this term as I've had no additional care-giving support (my parents are vacationing). The past 8 weeks have reinforced for me that finding balance is a life long endeavor, and that priorities can shift from hour to hour, often in unexpected and even negative ways. We cope. We do our best. And we go on.
Finally, my perceptions of early childhood education have been deepened this term. I appreciate the value of research specific to the field more so now than before. Previously, I believed that research in the ED field was primary secondary to psychology, sociology, and education. However, it is now clear that not only is there a place for this type of research, but a demand. I wonder though, how many in the field are choosing this route, and whether or not they are prepared for the rigors of research.
Again, thank you to each of you who has contributed to the course this term. Eric, as always, it's been a pleasure and incredibly gratifying to read your work. Tequilla, it's been wonderful to gain insights from your posts and your blog. Traci and Tishae, it's been wonderful getting the additional perspectives that you have provided, particularly in the last 4 weeks. I wish you ALL the best in the coming terms and know that you will continue to do great things in the field.
Sunday, February 12, 2017
International Research: Early Childhood Australia
Early Childhood Australia is an organization committed to ensuring "quality, social justice, and equity" in the early childhood field. They are specifically dedicated to advocacy issues for children birth to eight years old, both in school and at home, as well as parent education and maternal and child health issues. In addition, they are committed to ensuring that "Young Aboriginal and Islander children are thriving and learning" (ECA, n.d.).
One interesting advocacy point I found was the Jobs for Families Package Childcare Package Bill. The bill aims to increase childcare subsidies for families and to increase the family salary income entitlement. Currently they anticipate challenges with the bill passing because it is tied to another bill. In effect, monies will be taken from one family program and given to another. The ECA does not support the tying of the tow bills, and is advocating for change with this.
Two other sections of the website that I found interesting were the Parent Resources link and the Start Early link. The Parent Resources link offers information on health and nutrition, separation anxiety, sleeping, and transitions to school. It is clear, concise, and presented in such a way that those with or without early childhood backgrounds are able to benefit from. The Start Early link provides short online courses for childhood professionals. The modules are free and include topics relating to "Respectful Relations, explore issues around Gender, Respect and Identity, and encourage Father Inclusive Practice" (ECA, n.d.). While some information is likely to be geographically specific, there is also information that could help inform practice for educators around the globe. The three current modules are offered until March 2017, so take advantage of them now!
One interesting advocacy point I found was the Jobs for Families Package Childcare Package Bill. The bill aims to increase childcare subsidies for families and to increase the family salary income entitlement. Currently they anticipate challenges with the bill passing because it is tied to another bill. In effect, monies will be taken from one family program and given to another. The ECA does not support the tying of the tow bills, and is advocating for change with this.
Two other sections of the website that I found interesting were the Parent Resources link and the Start Early link. The Parent Resources link offers information on health and nutrition, separation anxiety, sleeping, and transitions to school. It is clear, concise, and presented in such a way that those with or without early childhood backgrounds are able to benefit from. The Start Early link provides short online courses for childhood professionals. The modules are free and include topics relating to "Respectful Relations, explore issues around Gender, Respect and Identity, and encourage Father Inclusive Practice" (ECA, n.d.). While some information is likely to be geographically specific, there is also information that could help inform practice for educators around the globe. The three current modules are offered until March 2017, so take advantage of them now!
Saturday, January 28, 2017
The Positive Side of Reseach with Children
The potential for risk and harm exists as a possibility in most any research. However, without research, positive change, knowledge growth, and new ideas would be hard to come by and even harder to share with others.
My cousin recently received her doctorate in Speech Language Pathology and works as a researcher and professor at Penn State and Boston Children's Hospital. Her primary area of interest is language pathology and technology. Her most recent research has explored the ways in which social media aids individuals with speech language pathologies, and ways in which augmentative and assertive communication (AAC) can and is being used by these individuals to enhance their communications with others.
Her current study is qualitative and provides examples of how social media use with AAC can drive clinical practice as well as research. In speaking with her recently, she was excited to share stories of how children who have severely compromised communication skills are able to interact within the social media venue. This creates opportunities for connection, social-emotional development, and shared learning.
As social media continues to grow, it presents opportunities for communication and connection in new and exciting ways. Her research is helping to identify ways in which AAC does and can continue to aid in children's connections with others.
Attached is the link to her research poster: Engagement in Social Media Environments for Individuals who use Augmentative and Adaptive Communication.
My cousin recently received her doctorate in Speech Language Pathology and works as a researcher and professor at Penn State and Boston Children's Hospital. Her primary area of interest is language pathology and technology. Her most recent research has explored the ways in which social media aids individuals with speech language pathologies, and ways in which augmentative and assertive communication (AAC) can and is being used by these individuals to enhance their communications with others.
Her current study is qualitative and provides examples of how social media use with AAC can drive clinical practice as well as research. In speaking with her recently, she was excited to share stories of how children who have severely compromised communication skills are able to interact within the social media venue. This creates opportunities for connection, social-emotional development, and shared learning.
As social media continues to grow, it presents opportunities for communication and connection in new and exciting ways. Her research is helping to identify ways in which AAC does and can continue to aid in children's connections with others.
Attached is the link to her research poster: Engagement in Social Media Environments for Individuals who use Augmentative and Adaptive Communication.
Saturday, January 21, 2017
My Personal Research Journey
For the better part of the last 10 years my goal was to open a pediatric hospice and grief counseling program in my area. There is something really incredible about working with death and dying, as well as grief and bereavement. It is a sacred time in our lives, much like birth, where we labor between one stage of life and the next. Because most hospice programs serve only adult patients, children and families of terminally ill children, often spend their last weeks or months within the confines of a hospital, where their symptoms can be managed, but quality of life is restricted. I've worked with the siblings of adults and children who have died and have always been struck by how well children handle death, it's really us adults that muck it up. My idea was to create a program that could serve children in their own homes, or within a home-like setting, where family could stay together. The program would also foster relationships between families and children, empowering them to support one another and realize that this process could be one filled with love and hope.
Then my son was born. I worked full time and missed a lot of his first 3 years, seeing him only an hour a night during the work week. And while I still held the idea of a pediatric hospice program close, I really just wanted to spend time with my son. Ever chance I had I would take him to parks, museums, and the library. Watching him learn and develop gave me the same sense of awe and authenticity that sitting vigil did (I realize that sounds odd, but its true). In both instances I am a companion on another person's journey, watching with wonder and pride a beautiful process unfold.
So, how can I spend time in that space with my son and facilitate it for others? By developing a children's museum/discovery center. And with my background in counseling and working with children and families, as well as my experiences with my own son, I have the unique opportunity to tailor the center to meet a need: social emotional development. In my work with children and families, this is often the area that has the most room for growth, and meets the most challenges.
That brings us to now. My research simulation this term will focus on how a children's museum/discovery center can best support social emotional development in children. The greatest insight I've gained so far is that there is little research on this specific topic. However, I'm not new to research, and have often had to dig deeply and get creative in order to answer a question. I'm excited to use this opportunity to support my professional goals. I'm open to insights from others, and am glad to support them in their journey's as well.
Then my son was born. I worked full time and missed a lot of his first 3 years, seeing him only an hour a night during the work week. And while I still held the idea of a pediatric hospice program close, I really just wanted to spend time with my son. Ever chance I had I would take him to parks, museums, and the library. Watching him learn and develop gave me the same sense of awe and authenticity that sitting vigil did (I realize that sounds odd, but its true). In both instances I am a companion on another person's journey, watching with wonder and pride a beautiful process unfold.
So, how can I spend time in that space with my son and facilitate it for others? By developing a children's museum/discovery center. And with my background in counseling and working with children and families, as well as my experiences with my own son, I have the unique opportunity to tailor the center to meet a need: social emotional development. In my work with children and families, this is often the area that has the most room for growth, and meets the most challenges.
That brings us to now. My research simulation this term will focus on how a children's museum/discovery center can best support social emotional development in children. The greatest insight I've gained so far is that there is little research on this specific topic. However, I'm not new to research, and have often had to dig deeply and get creative in order to answer a question. I'm excited to use this opportunity to support my professional goals. I'm open to insights from others, and am glad to support them in their journey's as well.
Subscribe to:
Posts (Atom)