Racism: What It Is and How to Deal with It - Uned

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A Guide to Talking about Racism | 140 Activity 3. Signs of racism in the teaching staff In this activity, we ask you to do an exercise in which you reflect on your trajectory as a teacher, as well as the practices carried out in the classroom. The purpose is to detect the most relevant keys that will allow an understanding of the profession, as well as others that have detracted from it or have mimicked it. This will permit us to become aware of racism, to detect racist behavior in ourselves and to break the stereotypes. First part. Reflecting on our trajectory as teachers. What do we take from the profession and what does the profession take from us? Based on the following statement, we propose that you analyze your own professional development: In the process of becoming teachers, dominant norms and behavior are imposed. • To what extent has this happened to you? • What are the norms, behavior, or actions that have taken priority in your case? • Have you felt that some are imposed, and are contradictory to your way of understanding or conceiving the profession? • What qualities, of those that are “imposed” in the profession, do you, as a teacher, think have been positive? • What qualities of your own, as a person, have you left behind in the process of becoming a teacher? • Why have you had to give up these qualities? What conditions or factors have led to this? (this requires reflection on the school context itself, on the institution itself) • What feelings have you experienced? How have you felt? • This experience of “loss,” “abandonment,” “renunciation,” “leaving behind,” to what extent do other colleagues share it? • Which of the qualities that you have given up do you think are necessary for the profession? • Have you maintained some genuine qualities of your own, of you as a person, in your being as a teacher, despite the difficulties? Why? What difficulties have you had to overcome? What costs have there been? Define the racism you have experienced, give it an explanation, make it patent, present. This is the starting point for understanding it and acting in the face of racist behavior in the teaching profession. Second part. A reflection on our teaching practice. Taking the first part of this activity as a reference point and based on the following quote, we suggest a series of issues for reflection. “Clichés, set phrases, adherence to convention, standardized codes of behavior and
Module 5. Racism: How can we deal with it? | 141 expression fulfill the socially acknowledged function of protecting us from reality, that is, from the requirements that all the events and facts exercise on our thinking attention in virtue of their very existence. If we were always sensitive to this requirement, we would soon be exhausted.” Hannah Arendt. De la Historia a la acción Paidós, I.C.E. U.A.B. • Do you carry out your teaching practice (everyday or daily activity in the classroom) according to your understanding of teaching and learning, to the way you really understand this process and think it should be? Why? • Make a list of aspects that mark a distance between what you think teaching practice should be and what really happens. • What do you think is happening? • What part is, in fact, conventional? • What do you feel is imposed? • What do you think could be done and is not? • Why? What do you feel limited about? • What do you really think could be done differently? Why don’t we try to do it? We can start to change with little things. This activity can be used, for example, to work on the methodology or resources that we use in each subject. If we make a note of the methodological principles or we start with the resources you use, we can consider the same issues, making an analysis of concrete aspects of our own practice. Considering the points of view presented in the information section of this module, answer true or false to the following statements. When you finish this activity, give reasons for your answers and reflect on them.
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