Therefore, proper advice from a guiding counselor on issues referring to racial differences, to questions such as "What does it mean to be black?" could be of help in prompting further discussions on related subjects.
In analyzing the CNN pole, the role of the teacher is evident: he must help students answer their questions and address their fears, in order for each generation to be les inflicted by racial prejudices.
But, as Beverly Tatum pointed out in one of her articles, "many educators are unskilled at talking about racial issues. Many teachers have had limited possibility to explore such issues in their own education, and they hesitate to lead discussions about racial tensions for fear that they will generate classroom conflicts." School counselors must be prepared to help students from a variety of racial and ethnic backgrounds develop healthy self-concepts and learn to appreciate cultural diversity.
In order to offer support to others, one has to first define for himself the nature of the issue. Consequently, I believe that personal experience in accepting cultural and racial diversity is a key factor in understanding your own problems related to race and gender equality. To conduct a thorough analysis on my own racial attitudes, everyday behavior must be taken into consideration; I give special attention to the way I treat black students, though such a practice can sometimes be confused with positive discrimination. Even so, as guiding teacher, I can influence the material read in the classroom or the activities performed in the school's gym, insuring that all children participate in the daily activities and that they are not discriminated by playing just one king of sport, in which only a certain category of pupils excel.
For my part, I consider extremely important to offer students the chance to pursue their goals and to be able to take an initiative when wanting to achieve a purpose.
Many other initiatives can be developed in order to create an environment in which students can affirm their identities. Choosing to present history facts related to the Afro- American past from both perspectives, in order to give a complete image of the events (as to insure that the personal choice one student makes in accepting a certain historical event is...
Topics discussed included an examination of prejudices, racism and white privileges." Most of those present in the program proposed that there be multicultural books and other classroom materials on racism, multicultural novels, whose analysis still allow personal interpretation encouraging students to think on their own and through their own cultural perspective.
Bibliography
Tatum, Beverly Daniel.1997. Why are all the black kids sitting together in the cafeteria?. Brown University Child & Adolescent Behavior Letter; Oct, Vol. 13 Issue 10, p1, 3p
Tatum, Beverly Daniel.2003.Why are all the black kids sitting together in the cafeteria?. Perseus Books Group
Cross, William.1992. Shades of Black: Diversity in African-American Identity. Temple University Press
Farley, Christopher, Fedarko, Kevin. 1997. Kids and race. Time. Vol. 150 Issue 22, p88, 4p, 4c
Tatum, Beverly Daniel. 2000. Examining Racial and Cultural Thinking. Educational Leadership. May, Vol. 57 Issue 8, p54, 4p, 1bw
Tatum, Beverly Daniel.1997."Why are all the black kids sitting together in the cafeteria?"
Brown University Child & Adolescent Behavior Letter; Oct, Vol. 13 Issue 10, p1, 3p
Tatum, Beverly Daniel. 2004. "Family Life and School Experience: Factors in the Racial Identity Development of Black Youth in White Communities." Journal of Social Issues; March Vol. 60 Issue 1, p117-135, 19p
Cross, William.1992. Shades of Black: Diversity in African-American Identity. Temple University Press
Farley, Christopher, Fedarko, Kevin. 1997. Kids and race. Time. Vol. 150 Issue 22, p88, 4p, 4c
Tatum, Beverly Daniel. 2000. Examining Racial and Cultural Thinking. Educational Leadership. May, Vol. 57 Issue 8, p54, 4p, 1bw
Tatum, Beverly Daniel.2000. Examining Racial and Cultural Thinking. Educational Leadership. May, Vol. 57 Issue 8, p54, 4p, 1bw
