Learning Outcome 12 - Demonstrated ability to identify and discuss ethical issues entailed in English language teaching.
Learning Outcome 12 - Demonstrated ability to identify and discuss ethical issues entailed in English language teaching.
DESCRIPTION:
The Perception of the Black Race is compiled from forum discussions and assignments from (TESL 530) Fall 1 2020 Intercultural Communication and Language Teaching and (TESL 557) Fall II 2020 Reflective Teaching/Teaching Practicum taught by Professor Michael Chamberlain. This essay revisits a training session and provides a reflective overview of a teacher's task in preparation for designing and discussing relevant topics in the context of racial injustices and the methods employed to create a safe zone in the classroom while delivering the content. Attached is supporting documentation used as talking discussion talking points in the training session.
REFLECTION:
Still, protests continue around the country against systemic racism and police brutality. Black people for generations have been reminding the world that we as a people matter through peaceful attempts, such as protests, sit-ins, and boycotts. It is hard because, on the one hand, I do not believe in riots, looting, and violence, but on the other hand, when is enough enough? Sometimes I feel conflicted. Helpless. Ambivalent. Mentally drained. I feel the weight of speaking out on racial inequalities to the point of burnout. I also know that unplugging from these conversations is not an option. As a black woman entering this field of TESOL, I want to be a leader who will not shy away from having difficult conversations about race, equity, and justice in and out of the classroom. I have adopted the motto, “The best things in life are on the other side of a difficult conversation.” As educators, we must find ways to have the conversation in the best ways possible. If we do this, we can make meaningful changes in the world around us.
APPLICATION:
Conversations discussing systemic racism can be difficult to have because they are emotional. Everyone has a belief of what is right and wrong, and when it is out of balance, one has a deep feeling of hurt. Fear of saying the wrong thing often keeps people from engaging in discussions about race and inequality. When talking about specific issues, my function as the educator will draw on cultural context to promote conversation about who we are and our perspectives on what the world should be compared to what it is. In this approach, I will create thoughtful dialogue that acknowledges differences of perspectives while inviting empathy, questions that lead to conversation, and a resolution to solve the problem jointly. This approach may not solve systemic racism, but it will create a platform that validates my students' concerns are heard and understood. I understand the power role a teacher carries as the moral authority (Graves, 2000). I will engage in deliberate reflection to reconcile my intentions that I might avoid compromising my integrity, the integrity of the organization I represent, and the cultural integrity of the students I teach.